Evaluation for 3.a.3
Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary in and across texts.
The materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary in and across texts. Throughout the materials, students interact with vocabulary within context as well as in their writing. The materials include scaffolds and supports for teachers to differentiate vocabulary development for all learners. Throughout each lesson, students record the meaning of vocabulary words in their notebooks using their own words. The vocabulary is rich, tiered, and allows students to make connections to their everyday lives.
Examples include but are not limited to:
Teachers are provided a list of words for each lesson, along with their definitions and other forms of the word. The lists include a breakdown of “core vocabulary” and “literary vocabulary” depending on the words used during the specific lesson. The literary vocabulary list includes academic words.
The Program Guide states: “Immediately following most reading lessons, there is a five-minute activity called Word Work, based on the work of Beck, McKeown, and Kucan (2002). This activity allows for in-depth focus on a specific word from the Reader text. Students will review the word, its meaning, its part of speech, and an additional context for using the word. Finally, students will complete a follow-up activity to extend their understanding of the targeted word.”
During the “Word Work” portion of each lesson, teachers follow a common routine for vocabulary instruction used throughout the year. The materials focus on one word from the lesson vocabulary list. The materials include scaffolds and supports divided into three categories: “required modes of participation,” “language supports,” and “timing/immediacy.” Teachers can utilize these supports to adjust pacing, implement targeted instruction for vocabulary, and provide support for understanding syntax. The Teacher’s Guide includes white asterisks in a blue circle labeled as “Support.” This provides guidance for the teacher on areas where students may have difficulty comprehending or where misconceptions may occur.
In Unit 3, the materials include a number of core vocabulary words: “aardvark,” “crave,” “lack,” “newt,” and “steed.” Additionally, there are a few literary words as well: “alliteration,” “dedication,” “repetition” and “slant rhyme.” During a Check for Understanding at the end of the lesson, students answer the question “What are repetition and alliteration?”
In Unit 5, teachers are given suggestions for ELL students. For “Entering/Emerging” students, they are taught the prefix un- means “not.” The teacher then writes the words “happy,” “clean,” and “finished” on the board and adds the prefix to the beginning of each. Teachers explain how the prefix changed the meaning. For “Transitioning/Expanding” students, teachers do the same as above only students then use the words to make sentences. For “Bridging” students, they are asked to use the words in sentences and brainstorm more words that begin with the prefix un-.
In Unit 7, the materials state: “Using close reading strategies, students will deepen their understanding of the colonists’ growing discontent and anger toward Great Britain by studying vocabulary and idioms contained in lesson text.” Students read “Trouble is Brewing” and answer questions regarding idioms and their meanings. In one of the Word Work sections, students participate in a Making Choices activity using the word “morale.” Students consider a set of sentences that would produce either high or low morale and respond to each statement by identifying either “high” or “low.” A lesson on the Declaration of Independence states: “Students will consult reference materials to find the pronunciations and clarify the definitions of words from the Declaration of Independence.” There is also a Word Work lesson where students focus on the words “tyrant” and “perfidy.” Students study the prefixes im- and in-. Within the activity pages, students create sentences using words with these prefixes. Throughout the materials, students also study the suffixes -y, -ly, -able, -ible, -ful, and -less.
In Unit 8, students preview the vocabulary for the chapter. The teacher tells them the first word is “squire.” Students find the word in the reader and discuss how words will be bolded. The words are listed in a chart as Tier 3 and Tier 2. At the end of each lesson there is a Word Work lesson. For example, the teacher reads the sentence from the text with the word “driving” in it. They define the word as a class and find other things that could be driving. The class discusses how the word is a multiple-meaning word. The unit also examines the homophones “two,” “to,” “too”; “four,” “for”; “eight,” “ate”; “they’re,” “there.” Within the Lesson at a Glance section, the materials provide Spanish cognates for the words “analogy,” “figurative language,” and “inference.”