ࡱ> 574#`  bjbj\.\. .">D>D -J822ZppppK> y{{{{{{$,h!KKpp4ppyy:, pN PMI y0. " "   "!X>,$7dBB4$"F Strategy Name: Vocabulary Time Constraints Source (Use APA or MLA style) Beck, I et al. (2002). Bringing words to life. New York, NY: Guilford Press. Identify the North Carolina Curriculum Competency Goal(s) that your lesson addresses (you can copy and paste the goals from the  HYPERLINK "http://www.ncpublicschools.org/curriculum/" NCDPI Website). 1.01 Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic). 1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension. 1.03 Identify key words and discover their meanings and relationships through a variety of strategies. 2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question). Give a thorough description of the strategy as it is described in the original source. This activity gives students the opportunity to prove their knowledge of word meanings while under time constraints. The students are given a specific number of true false items that display various uses of the vocabulary work in a sentence. They are then timed. The idea is that the students need to be able to automatically and rapidly know the word in context. Describe in detail how it will be implemented. Attach any necessary materials. I will introduce the words: hindrance, precious, turbulent, and sensation on Tuesday. We will preview a story with these words in it. On Wednesday, students will be in their previously assigned Reading Groups of 4 to 5 for this activity. We will review and discuss various ways these words can be used. I will then hand out the Beat the Clock worksheet (See Attachment) and students will have 1 minute to complete it. After it is finished, we will discuss the words and their uses again. If students did well, we will choose new words to work on tomorrow, if not, we will continue to review and use these words. Describe how you implemented the strategy. Did you deviate from your original plan? I did not have to deviate from my plan. We discussed the words, took the Beat the Clock quiz, and then discussed the words again. Assess the effectiveness of the strategy. What would you change if you teach it again? I think this strategy was very effective in teaching students the rapid estimation of word meanings. They were able to complete the activity in the set amount of time and most of them did very well. If I were to teach it again, I would probably look for more ways to use each vocabulary word. I might give more than 10 items next time. Beat the Clock How well do you know our vocabulary words? Answer questions correctly. You have 1 minute. A sensation is a feeling. true false Precious things are not important. true false A smooth ride is turbulent. true false A hindrance can make your day difficult. true false Expensive jewelry is precious. true false A storm will make the ocean turbulent. true false A lot of money can be a hindrance to people who like to shop. true false Happiness is not a sensation. true false Food is precious on a deserted island. true false A loud noise can give you a surprised sensation. true false     Amybeth Gregory RE 5730 *+HIaw  P Q ^ _ b f c g x ; = > m ̾׭׭הׄ|qiW|#h>{56B*CJ\]aJphhWSB*phh#0"h>{B*phh|B*phh B*phhjCJaJhj5CJ\aJh>{0JB*CJaJph jh>{B*CJUaJphhjhj6B*]phhjhjB*phh>{B*CJaJphh>{hjB*CJaJphh#0"B*CJaJph +Ib x > I%vwx  `gd & Fgdgd$a$gdgd>{ |2I$%FuvPYkt$bk ĸhljh|'U hyqhh h,h h56hh|'hD>zh>{h>{B*CJaJphhWSh>{B*phh(B*phh% B*phh|B*phhU B*ph11>?[hiANOmz{gd`gd & Fgd ^gd,1h/ =!"#$% @@@ NormalCJ_HaJmH sH tH DA@D Default Paragraph FontRiR  Table Normal4 l4a (k(No List4U@4 >{ Hyperlink >*phL^@L >{ Normal (Web)dd[$\$ B* phFV@F RFollowedHyperlink >*B* ph4@"4 lHeader  !4 @24 lFooter  ! 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