Grades 7 and 8 PROGRAM OVERVIEW

Transcription

Grades 7 and 8
PROGRAM OVERVIEW
Vocabulary Empowers Learning.
Vocabulary knowledge is the single best indicator of students’ reading ability, comprehension,
and academic success. The Common Core State Standards emphasize Vocabulary Acquisition
and Use as critical to learning. Vocabulary Their Way®: Words and Strategies for Academic
Success is a supplemental middle school vocabulary development program that addresses
these standards by teaching strategies and word relationships while focusing on acquiring and
using grade-appropriate vocabulary.
Vocabulary Their Way emphasizes Generative Vocabulary (Word Parts and Meanings), along
with General Academic (Tier 2) and Domain-Specific (Tier 3) Vocabulary in order to provide
students with the means to understand how language works. Instruction builds upon the
foundation established in the elementary program Words Their Way®: Word Study in Action.
Program Authors
Donald Bear, Ph.D.
Shane Templeton, Ph.D.
Marcia Invernizzi, Ph.D.
Francine Johnson, Ed.D.
Lori Helman, Ph.D.
Kevin Flanigan, Ph.D.
Latisha Hayes, Ph.D.
indescribable
inscribe
manuscript
prescribe
scripture
subscribe
subscription
Flexible
5 Day Plan
paired with Lesson 14
Teach Generative Vocabulary lessons
paired with Academic Vocabulary lessons.
anagram
grammar
programmer
telegram
Gener
Word Parts and Meanings
scrib, script, gram
Choose a Plan
List 1 scrib, script
Objectives
Materials
description
indescribable
inscribe
manuscript
prescribe
scripture
subscribe
subscription
•Use Latin roots scrib and script and Greek
root gram as clues to word meanings
Student Book, pp. 38–40
Student Resource DVD-ROM
•Consult a dictionary to verify word meanings
•Demonstrate understanding of figurative
language
5 DAY PLAN Lessons 13 AND 14
Word Builder, Word Hero
Teacher Resource DVD-ROM
1 Generative Vocabulary p. 42
Graphic Organizer 2
Small Group Practice 13
Meaning Match 13–14
List 2 gram
Self-Assessment 13–14
Assessment 13–14
anagram
grammar
programmer
telegram
Student Record-keeping Form
3 Domain-Specific Vocabulary p. 45
Generative Vocabulary
Choose a Plan
Introduce/Teach/Practice
Introduce/Teach
3 Day Plan
4
Domain-Specific Vocabulary p. 47
5 Assess/Review p. 47
OR
3 DAY PLAN Lesson 13
Lesson
13
Focus on Generative Vocabulary
lessons
OR Academic Vocabulary lessons.
1
Generative Vocabulary p. 42
2
OR
4
√ Use the
found on the DVD-ROM and in
this Teacher Edition to monitor
vocabulary words.
Day
1
1
•Introduce the list words above, also found on Student Book pp. 38–39. This lesson
includes the Latin roots scrib and script and the Greek root gram. What words do
you know that have scrib or script in them? gram? What do you think scrib and
script mean?
OR
•Scrib means “write.” Another way to spell this root is script. To remember the
meaning of scrib or script, use an anchor word, such as scribble, which is to “write”
carelessly or hastily. Then when you come across an unfamiliar word with scrib or
script, think of scribble, which will help you figure out that the word relates to writing.
•These are words with scrib or script. Pronounce the List 1 words. Add them to your
Word Wall.
1
•Continue with gram (meaning: “thing written”; anchor word: diagram—a drawing
that shows how something is constructed or is “written” in pictures).
•Have students read pp. 38–39 with you or independently. Discuss how the
morphological elements provide clues to word meaning.
2
•To provide more comprehensive instruction for the words, use the Vocabulary
Routine on the next page.
Practice
•Have students begin work on In Your Notebook, p. 39.
•Figurative Language, p. 39: To help students understand the metaphorical use of
inscribed in the phrase “you have inscribed your name on my heart,” ask them
to paraphrase the statement or explain in their own words what it really means.
Sample responses include “You have made yourself unforgettable to me,” “You
have become very dear to me,” and “I will love you always.”
Day
3 DAY
Generative
Vocabulary
Observation
Guide
and facilitate student discussion
Apply/More
Practice
and understanding of the
Homework Have students
OR
2
2
PLAN
Lesson 14
•complete In Your Notebook
•complete Graphic Organizer 2
Lesson 13 Word
Meanings
Circulate 42
as students
workParts
in and
small
groups, in pairs, and/or individually.
FromtheAuthor
“Morphology cracks the
‘meaning code’ of our
language just as phonics
cracks the ‘alphabetic code.’”
Latisha Hayes
Apply
•Apply
and Extend
Havestudentscompletetheactivitiesonp.40.
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List 1 Addingthesuffixtiontodescribeandsubscribechangestheseverbsinto
√ Use the Observation Guide
nouns.Students’sentencesshouldshowthattheyunderstandthemeanings
ofdescriptionandsubscription.
List 1 Students’sentencesshouldincludecontextcluesthatshowthattheyknowthe
meaningsofthethreewords.
List 2 Students’anagramswillvary.
42
Day
2
2
•Scrib m
meanin
careless
script, th
•These a
Word W
•Continu
that sho
•Have st
morpho
•To prov
Routine
Pract
•Have st
•Figurati
inscribe
to parap
Sample
have be
Homew
More Practice
•Meaning Match Tohelpstudentsprepareforthisweek’sassessment,havethem
completeMeaningMatch13.
Apply
•Apply and Extend Havestudentscompletetheactivitiesonp.40.
List 1 Addingthesuffixtiontodescribeandsubscribechangestheseverbsinto
nouns.Students’sentencesshouldshowthattheyunderstandthemeanings
ofdescriptionandsubscription.
List 1 Students’sentencesshouldincludecontextcluesthatshowthattheyknowthe
meaningsofthethreewords.
List 2 Students’anagramswillvary.
Differentiate Instruction in every lesson with
VTW14_TE07_L13_L14.indd Page 42 9/20/13 10:53 AM user
Homework Havestudents
support
to address the needs of all learners.
•completeanyactivitiestheydidn’tfinishduringclass
•revisitandupdateSelf-Assessment13–14toreflectwhatthey’velearned
•Rap It Up Partnersshouldwriteapoemorrapwithadequaterhythmand/orrhyme
appropriatelyusingalistword.
•Avatar, p.40:Checkstudents’understandingofthedifferentmeaningsofthe
prefix in.
AssessmentIfyouarefollowingthe3dayplan,seeAssess/Review on
p.47ofthisTeacherEdition.
More Practice
•Interactive HavestudentsplayWordBuilderandWordHeroforLesson13.
•Graphic Organizer HavestudentssharetheircompletedGraphicOrganizer2.
•Meaning Match Tohelpstudentsprepareforthisweek’sassessment,havethem
completeMeaningMatch13.
Differentiate Instruction
Homework Havestudents
•completeanyactivitiestheydidn’tfinishduringclass
•revisitandupdateSelf-Assessment13–14toreflectwhatthey’velearned
Struggling Readers
AssessmentIfyouarefollowingthe3dayplan,seeAssess/Review on
p.47ofthisTeacherEdition.
Differentiate Instruction
Struggling Readers
Advanced Readers
Break It Down Modelusing
manuscript.WhenIhavetrouble
withaword,IlookforwordpartsI
know.ScriptisawordpartIknow;
manumustbeawordparttoo.
Manuscripthastwoparts:manu
andscript.Havestudentswrite
manuscriptanddrawapictureto
representit.Studentsthencomplete
SmallGroupPractice13.Makesure
studentsbreakthewordscorrectly.
Prefixes Havestudentsmakealist
ofwordswiththerootsscribor
script,butwithdifferentprefixes
fromthoseinthislesson,such
asproscribe, ascribe, transcribe,
superscript, subscript, transcript,
postscript,andconscript.Discuss
howtheprefixeschangethe
meaningsofthewords.
Lesson 13 WordPartsandMeanings
Break It Down Modelusing
manuscript.WhenIhavetrouble
withaword,IlookforwordpartsI
know.ScriptisawordpartIknow;
English Learners
manumustbeawordparttoo.
Cognates Spanish-speaking
studentsmayrecognizetheseand
Manuscripthastwoparts:manu
othercognates,whichwillhelp
themunderstandwhattheEnglish
andscript.Havestudentswrite
wordsmean.
manuscriptanddrawapictureto
description
descripción
manuscript
manuscrito
representit.Studentsthencomplete
programmer programador
SmallGroupPractice13.Makesure
telegram
telegrama
studentsbreakthewordscorrectly.
44
Advanced Readers
English Learners
Prefixes Havestudentsmakealist
ofwordswiththerootsscribor
script,butwithdifferentprefixes
fromthoseinthislesson,such
asproscribe, ascribe, transcribe,
superscript, subscript, transcript,
postscript,andconscript.Discuss
howtheprefixeschangethe
meaningsofthewords.
Cognates Spanish-speaking
studentsmayrecognizetheseand
othercognates,whichwillhelp
themunderstandwhattheEnglish
wordsmean.
Lesson 13 WordPartsandMeanings
description
descripción
manuscript
manuscrito
programmer
programador
telegram
telegrama
•comp
•comp
Lesson 13 Word Parts and M
•Graphic Organizer HavestudentssharetheircompletedGraphicOrganizer2.
Circulate as students work in small groups, in pairs, and/or individually.
44
•Introdu
include
you kno
script m
•Interactive HavestudentsplayWordBuilderandWordHeroforLesson13.
Apply/More Practice
Latisha Hayes
Introd
•Avatar, p.40:Checkstudents’understandingofthedifferentmeaningsofthe
prefix in.
“Morphology cracks the
‘meaning code’ of our
language just as phonics
cracks the ‘alphabetic code.’”
Introdu
•Rap It Up Partnersshouldwriteapoemorrapwithadequaterhythmand/orrhyme
vocabulary words.
appropriatelyusingalistword.
Lesson 13
FromtheAuthor
•Demon
langua
List 2 gram
Choose a plan that works for you.
Lesson 13
root g
•Consu
Manageable
Fits your busy classroom schedule.
15-20 Minutes a Day of effective
vocabulary instruction! Supplement
your English Language Arts class.
Instructional Routines provide students with
multiple exposures to words in varied contexts.
Routine Cards
Collaborate with
content-area teachers
to reinforce instruction.
•
•
•
•
•
Anchor Words provide clues to meanings
Strategies are taught and applied in context
Avatars provide interesting word facts
Students connect words to their experiences
Apply and Extend activities solidify learning
LESSON 1
Context Clues
Did you know?
Grade 7
Vocabulary Their Way®
Words and Strategies for Academic Success
Science
Vocabulary Routine
for the Science Teacher
The word organic has
multiple meanings,
depending on its use:
• In agriculture, organic
food is grown without the
use of chemicals.
• In chemistry, organic
compounds are those
compounds that contain
the element carbon.
One way you can figure out a word’s meaning is to look at the
text around it, either in the same sentence or in other sentences.
What context clues help you figure out what acrophobia means?
Andy’s seat was in the very top row. As he sat down and looked out
at the field far below, his acrophobia kicked in. He felt fear seep over
him as his breathing became shallow and his heart began to race.
The first sentence tells you that Andy sat in a high place. The last
sentence tells you how he felt about this seat—he felt so much
fear that his breathing became shallow and his heart began to
race. Acrophobia must mean a fear of heights.
Use this routine to help students learn the
domain-specific vocabulary in your class.
1
2
7 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3
4
Define the Word Read or display the
sentence or passage containing the
vocabulary word. For example, the text
reads: Most asteroids revolve around the
sun between the orbits of Mars and Jupiter.
Pronounce the word asteroid, and then have
students say it. Supply a student-friendly
definition. For example: An asteroid is a
large, rocky object that orbits the sun.
Use Context Clues Explain that sometimes
students can figure out a word’s meaning by
reading the context, that is, the text around
the word. Have students share any context
clues that help establish the meaning of the
word. For example, “revolving around the
sun” and “the orbits of Mars and Jupiter”
provide clues to the meaning of asteroid.
5
Apply and Extend
Demonstrate Use the word in a sentence
that demonstrates its meaning. For example:
Although asteroids are thought of as minor
planets, they are too small and there are too
many of them to be considered full-fledged
planets.
6
Use Reference Materials To confirm its
7
Apply Have students discuss with a partner
■ List
1
If you know that xeno means “foreign or strange,” what does
the word xenophobia mean? Use xenophobia in a sentence
that shows you know the meaning of the word.
meaning, students can look up the word in
a dictionary or glossary.
■ List
or independently answer a question that
demonstrates their understanding of the
word. For example: What might happen if
an asteroid collided with Earth?
1
Luis has insectophobia, a fear of insects. What do you think
dentophobia is? arithmophobia? What other phobias can you
think of?
■ List
Use Text Features Point out that context
can also include text features, such as
diagrams, charts, pictures, and captions. For
example, a picture of an asteroid provides
clues to the meaning of the word by showing
what an asteroid looks like.
2
The suffix ic signals that a word is an adjective. Write two
words not on List 2 that have the suffix ic. Then define each
word. If you want, use a dictionary or go online.
Point Out Word Parts If a word has a Latin
or Greek root or affix, discuss its meaning and
how it provides a clue to the meaning of the
unknown word. For example: Asteroid has the
Greek root aster, which means “star.” I know
that stars are related to our solar system
and outer space, so I might assume that an
asteroid, like a star, is probably also related
to our solar system and outer space.
Clue Review Play a word game with one of your classmates.
Choose one of the list words. Give your partner a clue about the
word. Did your partner guess the word correctly? If not, provide
another clue until your partner correctly identifies the word. Then
switch roles.
10
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Targeted
Focuses on Common Core word types and strategies.
Lesson 13
Word Parts and Meanings
scrib, script, gram
paired with Lesson 14
List 1 scrib, script
Objectives
Materials
description
indescribable
inscribe
manuscript
prescribe
scripture
subscribe
subscription
•Use Latin roots scrib and script and Greek
root gram as clues to word meanings
•Consult a dictionary to verify word meanings
•Demonstrate understanding of figurative
language
Graphic Organizer 2
Small Group Practice 13
List 2 gram
Assessment 13–14
anagram
grammar
programmer
telegram
Day
Choose a Plan
Introduce/Teach
4
Latin origins.” – Donald Bear
OR
vocabulary words.
42
Materials
List Words
anxiously
bellow
Practice
•Consult an online thesaurus to verify meaning
1
in the secondary grades comes from Greek and
with Lesson 31
The Right Word morphological
for the Right
Context
elements
provide clues topaired
word meaning.
•Use context clues to1 determine
wordVocabulary
meaning p. 45
Domain-Specific
3
“Over 80% of the vocabulary that students learn
•Scrib means “write.” Another way to spell this root is script. To remember the
meaning of scrib or script, use an anchor word, such as scribble, which is to “write”
carelessly or hastily. Then when you come across an unfamiliar word with scrib or
script, think of scribble, which will help you figure out that the word relates to writing.
•Continue with gram (meaning: “thing written”; anchor word: diagram—a drawing
2
lessons teach words that come from
Greek and Latin roots and affixes.
•Introduce the list words above, also found on Student Book pp. 38–39. This lesson
includes the Latin roots scrib and script and the Greek root gram. What words do
you know that have scrib or script in them? gram? What do you think scrib and
script mean?
that shows how something is constructed or is “written” in pictures).
General Academic
Vocabulary
Lesson 32
•Have students read pp. 38–39 with you or independently. Discuss how the
1
•Acquire and use general academic words
accurately
Day
1
•These are words with scrib or script. Pronounce the List 1 words. Add them to your
Word Wall.
OR
Objectives
1
curtly p. 39.
•Have
begin work on In Your Notebook,
Wordstudents
Hero
indignantly
•Figurative
Language,
p. 39: To help students
understand the metaphorical use of
Teacher
Resource
DVD-ROM
plead
inscribed in the phrase “you have inscribed
your name on my heart,” ask them
Word Hero
to paraphrase the statement or explain insmirk
their own words what it really means.
Graphic Organizer 13
smugly
Sample responses include “You have made
yourself unforgettable to me,” “You
Meaning
Match
31–32
have
become
very
dear to me,” and “I will
love you always.”
sputter
Assessment 31–32
Self-Assessment
Homework
Have31–32
students
Student
Record-keeping
Form
•complete
In Your Notebook
Lesson 13 Word Parts and Meanings
General Academic Vocabulary
Choose a Plan
Introduce/Teach
/142/PE01204/VOCABULARY_THEIR_WAY/NA/TE/VOCABULARY_THEIR_WAY/G7/XXXXXXXXXX/Layout
...
•Introduce the list words above, also found on Student Book p. 86. Your writing
will be more interesting and exciting if you choose words with precise meanings.
The words in this lesson describe specific ways of speaking.
•Point out that students can learn a word’s meaning in various ways, such as using
surrounding context or word parts as in anxiously.
Practice
3 General Academic Vocabulary p. 107
4
“Tier 3 words often represent subtle or precise ways
General Academic Vocabulary p. 109
to say relatively simple things—saunter instead of
OR
1
2
43 Assess/Review
p. 109
Domain-Specific Vocabulary
Lesson
•Using an Online Thesaurus, p. 87: Write a sentence using a bland adjective to
Language
describe speaking. Then model using an online thesaurus to locate a more
precise
word. Have students repeat with their own sentences.
lessons target specific words
needed for school success.
•Pronounce the words. Add them to your Word Wall.
•Have students read p. 86 and Using an Online Thesaurus on p. 87, with you or
independently.
General Academic Vocabulary
Arts
14
walk, for example.” – Common Core State Standards
paired
with Lesson 13
OR
•Avatar, p. 87: Make sure students recognize the connection between the word
Objectives
Materials
List Words
1 General Academic Vocabulary p. 107
anxious and the meaning of its Latin root word as shown in the girl’s speech
clause
•Acquire and use language arts domainStudent Book, pp. 41–42
balloon.
figurative
Vocabulary p. 109
specific words accurately
Student Resource DVD-ROM2 General Academic
foreshadow
•Use context
to determine word meaning
Word Hero
Homework
Haveclues
students
•Use Latin and Greek roots and affixes as clues
to word meaning
p. 109
3 Assess/Review
indefinite
Word Hero
possessive
√ Use the Observation
Guide
salutation
found on the sequential
DVD-ROM and in
subordinate
Assessment 13–14
vocabulary words.
Graphic Organizer 6
General Academic Vocabulary Lesson 32
Day
3
1
107
Choose a Plan
Introduce/Teach
•Introduce the list words above, also found on Student Book p. 41. These are words
that describe aspects of reading and writing. You have probably already seen some
of these words in your English or language arts class.
•Pronounce the words. Add them to your Word Wall.
•Have students read p. 41 and Word Roots on p. 42, with you or independently.
•Point out that students can learn a word’s meaning in various ways, such as using
surrounding context and word parts, as in manuscript.
•Word Roots, p. 42: Have students find the meanings of sequel, consequence,
and inconsequential. Then have them find another example of a sequence that is
consecutive and another example of a sequence that is not consecutive.
•Avatar, p. 42: Make sure students understand the meaning of non sequitur and
how it relates to sequential.
OR
Homework Have students
vocabulary words.
Domain-Specific Vocabulary Lesson 14
“Tier 2 words are specific to a domain or field of
study and key to understanding a new concept
OR
Practice
lessons reinforce words used in science,
social studies, math, and English language arts.
45
within a text.” – Common Core State Standards
Flexible, Manageable, Targeted!
Supplemental vocabulary instruction for middle school.
Components
Teacher Edition
Robust but easy-to-manage instructional routines
and assessments are provided for 60 lessons plus
6 review week lessons. Articles from the authors
provide useful professional development.
Teacher Resource DVD
Contains printable PDFs for weekly practice,
weekly and six-week assessments and answer
keys, graphic organizers, observation guide, word
part cards, and record-keeping charts. Student
games also included.
Student Edition
Lessons incorporate over 600 vocabulary words!
Includes explicit strategies for determining
meaning and multiple exposures to words.
Student Games DVD
Word Hero and Word Builder offer engaging
ways to support small group instruction or
individual student practice sessions. Games
are also available for download at
PearsonSchool.com/VTW.
Routine Cards
Domain-specific cards increase collaboration
with content-area teachers.
Includes 1 Teacher Edition, 1 Teacher DVD, 30
Student Editions, 4 Student DVDs, and 1 set of 4
Routine Cards.
7th Grade Package: 978-1-428-43855-2
8th Grade Package: 978-1-428-43856-9
PearsonSchool.com/VTW
800-848-9500
Copyright Pearson Education, Inc., or its affiliates. All rights reserved.
ADV: 918-0-328-80068-1 (FOR REP ORDERS)
SAM: 978-1-428-43924-5
Together, we’re improving learning
outcomes and transforming lives.
Learn more at PearsonK12.com
Rea581T009
Classroom Package

Grades 7 and 8 PROGRAM OVERVIEW

Transcription

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