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Word Sorts with directions and Visuals depictions 

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Word Sorts with directions and Visuals depictions 

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Words Their Way chapter 3

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Book Embedded Vocabulary instruction - writing extension 

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Book Embedded Vocabulary instruction - writing extension 

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Book Embedded Vocabulary Instruction (BEVI). The goal of book-embedded vocabulary instruction is to incorporate explicit vocabulary instruction within a large group shared reading experience. The shared reading strategy includes four parts: pre-planning, pre-teaching target words, first encounter of the target words, and second encounter of the target words. After these four parts are completed, the teacher will lead the children in a shared writing experience.During pre-planning, teachers should prepare by carefully selecting books that relate to a theme they are teaching. Teachers should also select target vocabulary words within that book that support children’s understanding of the book and of the larger thematic content the teacher wants them to learn. Finally, the teacher will need to plan what the child-friendly definition is for each target word and where they will pause during the book reading to briefly re-define the words.During pre-teaching of the selected target words, the teacher introduces each of the target words before actually reading the book. Using the most realistic illustration, the teacher will say the target word, prompt the children to say the target word, and give a child friendly definition.Next, the teacher will read the text as a read-aloud. However, when the reading comes to the first encounter of the target words in the text, the teacher will: (1) review the target word, (2) have children repeat the word, and (3) say the child friendly definition of the target word while pointing out the word in the illustration. If a target word is encountered for a second time during the book reading, the teacher will repeat these three steps.During the shared writing experience, the teacher should ask children to share what they have learned from the book reading and what they would still like to find out. The teacher records the children’s responses on chart paper, under the headings “Now we know…” and “Let’s find out…”. 

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Book Embedded Vocabulary Instruction (BEVI). The goal of book-embedded vocabulary instruction is to incorporate explicit vocabulary instruction within a large group shared reading experience. The shared reading strategy includes four parts: pre-planning, pre-teaching target words, first encounter of the target words, and second encounter of the target words. After these four parts are completed, the teacher will lead the children in a shared writing experience.During pre-planning, teachers should prepare by carefully selecting books that relate to a theme they are teaching. Teachers should also select target vocabulary words within that book that support children’s understanding of the book and of the larger thematic content the teacher wants them to learn. Finally, the teacher will need to plan what the child-friendly definition is for each target word and where they will pause during the book reading to briefly re-define the words.During pre-teaching of the selected target words, the teacher introduces each of the target words before actually reading the book. Using the most realistic illustration, the teacher will say the target word, prompt the children to say the target word, and give a child friendly definition.Next, the teacher will read the text as a read-aloud. However, when the reading comes to the first encounter of the target words in the text, the teacher will: (1) review the target word, (2) have children repeat the word, and (3) say the child friendly definition of the target word while pointing out the word in the illustration. If a target word is encountered for a second time during the book reading, the teacher will repeat these three steps.During the shared writing experience, the teacher should ask children to share what they have learned from the book reading and what they would still like to find out. The teacher records the children’s responses on chart paper, under the headings “Now we know…” and “Let’s find out…”. 

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Module 2 Book Embedded Vocabulary Instruction Pre-Teach and Read

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Anchor Chart Lesson. An anchor chart lesson helps children form and explore connections between words by discussing and describing how words are connected. By making these connections, children will understand the concepts and words being taught. In the anchor chart lessons, words may be connected by being synonyms, antonyms, or by sharing a common context. Anchor chart lesson are implemented using the ten steps below.The lesson begins by introducing the center target word and providing a child friendly definition. Throughout the lesson the teacher can choose to represent the words in written form, with a sketch, a stock photo, the images provided, or any combination thereof. Once the center word has been presented, the teacher will provide 2-3 examples of words in the anchor chart, explicitly stating how each word is connected to the center target word.Once all examples have been demonstrated, allow children to generate their own ideas for other words connected to the target word. Each word provided should be connected to the center word to highlight the relationships. At the end of the lesson, the teacher will review the created word web and connect all of the ideas and words back to the center word and the overarching theme.

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Anchor Chart Lesson. An anchor chart lesson helps children form and explore connections between words by discussing and describing how words are connected. By making these connections, children will understand the concepts and words being taught. In the anchor chart lessons, words may be connected by being synonyms, antonyms, or by sharing a common context. Anchor chart lesson are implemented using the ten steps below.The lesson begins by introducing the center target word and providing a child friendly definition. Throughout the lesson the teacher can choose to represent the words in written form, with a sketch, a stock photo, the images provided, or any combination thereof. Once the center word has been presented, the teacher will provide 2-3 examples of words in the anchor chart, explicitly stating how each word is connected to the center target word.Once all examples have been demonstrated, allow children to generate their own ideas for other words connected to the target word. Each word provided should be connected to the center word to highlight the relationships. At the end of the lesson, the teacher will review the created word web and connect all of the ideas and words back to the center word and the overarching theme.

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Category Lesson. The goal of the category lesson is to increase children’s vocabulary depth and breadth by grouping words into various categories based on their meanings. This activity allows children to actively engage in developmentally appropriate sorting of familiar and new words within a particular theme.The lesson begins by defining the two main categories into which words will be sorted. Next children will be taught a gesture or hand motion for both words. The teacher will have children generate examples for the first category, followed by the second. During this portion of the lesson, the teacher will elaborate on the examples by sharing factual information.

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Category Lesson. The goal of the category lesson is to increase children’s vocabulary depth and breadth by grouping words into various categories based on their meanings. This activity allows children to actively engage in developmentally appropriate sorting of familiar and new words within a particular theme.The lesson begins by defining the two main categories into which words will be sorted. Next children will be taught a gesture or hand motion for both words. The teacher will have children generate examples for the first category, followed by the second. During this portion of the lesson, the teacher will elaborate on the examples by sharing factual information.

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During this literacy center, students will draw a base word card. For example, the base word may be “read”. Students will then spin the prefix or suffix spinner to try to create a word with “read”. For example, if the student spun “re” then they will make the word “reread”. This word makes sense! However, if students had spun “dis” the word “disread” is not a real word. Students only keep their base word cards if they were able to create a real word.

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During this literacy center, students will draw a base word card. For example, the base word may be “read”. Students will then spin the prefix or suffix spinner to try to create a word with “read”. For example, if the student spun “re” then they will make the word “reread”. This word makes sense! However, if students had spun “dis” the word “disread” is not a real word. Students only keep their base word cards if they were able to create a real word.

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This activity not only teaches students how to use context clues to identify the meaning of an unknown word, but it also exposes students to synonyms and antonyms. After identifying the word’s meaning, students will expand their connection by trying to think of what word has the same and opposite meaning. This is a great vocabulary center activity to enrich your higher-achieving students.

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This activity not only teaches students how to use context clues to identify the meaning of an unknown word, but it also exposes students to synonyms and antonyms. After identifying the word’s meaning, students will expand their connection by trying to think of what word has the same and opposite meaning. This is a great vocabulary center activity to enrich your higher-achieving students.

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For this multiple meaning words activity, students will be given task cards with fill-in-the-blank sentences and word cards which will be displayed face up on the table. As students read the sentence, they must choose the word that correctly fits and make a match.This activity exposes students to homonyms and how to differentiate between their meanings. This engaging vocabulary game is perfect for literacy centers or small groups.

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For this multiple meaning words activity, students will be given task cards with fill-in-the-blank sentences and word cards which will be displayed face up on the table. As students read the sentence, they must choose the word that correctly fits and make a match.This activity exposes students to homonyms and how to differentiate between their meanings. This engaging vocabulary game is perfect for literacy centers or small groups.

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Context Clues Scoot Task CardsColorful task card boxes laid on a flat surface with colored markers and notebooks in the top corners. Task cards featuring vocabulary questions featuring multiple choices. Using their knowledge of the different types of context clues, they will identify the meaning of each underlined word as it is used in the sentence.

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Context Clues Scoot Task CardsColorful task card boxes laid on a flat surface with colored markers and notebooks in the top corners. Task cards featuring vocabulary questions featuring multiple choices. Using their knowledge of the different types of context clues, they will identify the meaning of each underlined word as it is used in the sentence.