using printable word cards, prompts, and activities · making meaning® vocabulary teaching guide 1...

© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide 1 of 9

Using Printable Word Cards, Prompts, and Activities

CONTENTS

Grades K–1, Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Grades K and 1, Weekly Review Activities . . . . . . . . . . . . . . . . . . . . . . 4

Grade 2, Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Grades 3–5, Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Grades 3–5, Word Learning Strategies and Activities . . . . . . . . . . . . 9

Making Meaning® Vocabulary Teaching Guide 2 of 9© Center for the Collaborative Classroom

Click the PDF icon and then print the corresponding activity. Follow the routines in the Vocabulary Teaching Guide, adapting them in the following ways:

GRADES K–1, DAILY ROUTINES

Word and Picture Cards • Days 1 and 2, Introduce a Word

Print the word and picture cards for each day. Display the picture card while concealing the word card. Follow the lesson as written, revealing the word card when instructed to do so in the Vocabulary Teaching Guide.

explorecompanion

imitatecreature


Prompts (Optional at Grade K) • All days

Conceal the prompt(s). After asking a question, reveal the corresponding prompt. Keep subsequent prompts hidden to help the students focus on each question, one at a time.

© Center for the Collaborative Classroom

Prompt 1

Prompt 2

Making Meaning® Vocabulary Teaching Guide Week 1 WA2

The [is/is not] a creature because . . .

The creature I see is a . . .

The [is/is not] a creature because . . .

The creature I see is a . . .


GRADES K AND 1 , WEEKLY REVIEW ACTIVITIES

“Pedestrian or Passenger?” and other drag-and-drop words • Day 3, Review the Week’s Words

Follow the routine in the Vocabulary Teaching Guide. Write each name, word, or phrase in the appropriate place, rather than dragging and dropping it.

Who Is a Pedestrian?

Who Is a Passenger?

1. Grant is riding a bus to school.

2. Abigail is walking to the park.

3. Wanda is riding on a train.

4. Jorge is walking in the mall.

Grant


“Container or Not a Container?” and other drag-and-drop pictures • Day 3, Review the Week’s Words

Follow the routine in the Vocabulary Teaching Guide. Rather than dragging and dropping each picture to the appropriate column, draw a line from each picture to the words Container or Not a Container.

© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide Week 5 WA6

Container Not a ContainerContainer Not a Container


GRADE 2, DAILY ROUTINES

Word Cards • Days 1 and 2, Introduce a Word

Print the word cards for the week. Follow the lesson as written, revealing each word card when instructed to do so in the Vocabulary Teaching Guide.

Prompts • All days

Conceal the prompt(s). After asking a question, reveal the corresponding prompt. Keep subsequent prompts hidden to help the students focus on each question, one at a time.


4

3

2

1


contentcompassionate

swirltumble


swirltumble


swirltumble


swirltumble


Prompt 1

Prompt 2

Prompt 3


Prompt 1

Prompt 2

Prompt 3

I think the water [is/is not] swirling because . . .

When swirled [his/her] hands, [he/she] . . .

WA2

I tumbled when . . .

I saw someone tumble . . .

Prompt 1

Prompt 2

Prompt 3



WA2



Prompt 1

Prompt 2

Prompt 3



WA2




GRADES 3–5, DAILY ROUTINES

Word Cards and Prompts • Days 1 and 3, Introduce a Word

Print the word cards and prompts for each day. Conceal the prompt(s). Say the word and have the students repeat it. After asking a question, reveal the corresponding prompt. Keep subsequent prompts hidden to help students focus on each question, one at a time.

• Days 1 and 3, Introduce Two Words

When two related words are introduced, say the first word and have the students repeat it. Conceal the other word and prompts. After asking a question about the word, reveal the corresponding prompt. Then reveal the second word, say it, and have the students repeat it. After asking a question about that word, reveal the corresponding prompt.


WA1

Word card 1Word card 1

PROMPT 1: The turtle [is/is not] whizzing through the grass

because . . .

PROMPT 2: The train [is/is not] whizzing down the tracks

because . . .

1whiz

WA1

Word card 1Word card 1

PROMPT 1: The turtle [is/is not] whizzing through the grass

because . . .

PROMPT 2: The train [is/is not] whizzing down the tracks

because . . .

1whiz


65

PROMPT 1: After school, I’m likely to . . .

PROMPT 2: After school, I’m unlikely to . . .

Word cards 5–6

unlikelylikely

65

PROMPT 1: After school, I’m likely to . . .

PROMPT 2: After school, I’m unlikely to . . .

Word cards 5–6

unlikelylikely


• Days 2 and 4, Review the Words

When three or more words are reviewed on the same page, say each word and have the students repeat it. Conceal the prompts.

After asking a question about the words, reveal the corresponding prompt(s).


PROMPT 1: I think the word was especially

fun to talk about because . . .

PROMPT 2: You’re thinking of the word

because . . .

PROMPT 3: is thinking of the word

because . . .

987 debrisvolunteerbustle


PROMPT 1: I think the word was especially

fun to talk about because . . .

PROMPT 2: You’re thinking of the word

because . . .

PROMPT 3: is thinking of the word

because . . .

987 debrisvolunteerbustle


GRADES 3–5, WORD LEARNING STRATEGIES AND ACTIVITIES

“What’s the Missing Word?” and other daily or ongoing review activitiesFollow the routine in the Vocabulary Teaching Guide, pointing to the print rather than clicking to change the screen. Use a pen to circle the correct answer or write the answer in the sentence.


1 of 5

SENTENCE 1: On warm sunny days, our cat, Percy,

in the sun and takes naps.

PROMPT: I think is the missing word

because . . .

bustle lounge ruckus squirm unlikely

using printable word cards, prompts, and activities · making meaning® vocabulary teaching guide 1...

Documents