Word Wizard

Name: Katelyn Veteto

Book/text: The Daily 5: Fostering Literacy Independency in the
Elementary Grades (Second Grade) by Gail Boushey and
Joan Moser
Date: February 22, 2018
Assignment:

Word Wizard: Your job is to explore the vocabulary in this chapter. You may choose
vocabulary words from the reading that you feel are interesting, powerful, and difficult to
understand, or you may choose to explore the meaning of the vocabulary words in context
with the theme of the reading. You may choose to have your groups engage in a
vocabulary game (Bingo, matching, sorting, I’m thinking of a word, etc.). How you choose
to explore the words is up to you.

Group Members: Jessica Appelman, Sierra Gentry, and Demi Griffin

Vocabulary Page Definition Why I chose this

Word # word…
Stamina 66 (In regards to reading) This word stuck out to me
71 “A child's ability to focus and because it appeared several time
72 read independently for in the readings, as well as the
83 longish periods of time chapters before. As educators,
88 without being distracted or this word is important because it
without distracting others” describes how long a child can
(Readingrockets.org) read without losing focus.

Scattered 68 “occur or be found at I chose this word because it helps

intervals rather than all paint a visual representation of
together” the students getting to choose
(Dictionary.com) their reading spot, and instead of
having all the students together,
they are all spread out throughout
the room reading independently.
Restless 71 “unable to rest or relax as a This is important for teachers to
result of anxiety or boredom” understand. According to the
(Dictionary.com) authors of The Daily 5, once our
children get restless, it is time for
them to take a brain and body
break. Without these breaks, the
students become disengaged and
bored with the tasks they are
completing.
Foundation 72 “short bursts of instruction This is important because “it helps
Lessons All of that pre-teach desired prevent undesired behaviors that
Ch. 6 behaviors” keep children from practicing
(TD5) correctly and building stamina”
(TD5, p. 72).
Brain and Body 71 “Mental and physical breaks Understanding brain breaks is
Breaks 72 designed to help students important because these breaks
83 stay focused and attentive” “get students moving to carry
(www.thewatsoninstitute.org) blood and oxygen to the brain.
The breaks also energize or relax.
Lastly, provide processing time for
students to solidify their learning”
((www.thewatsoninstitute.org)
IPICK 74 I PICK Good-Fit Books “Choice is a powerful force to
I select a book and look it enable students to take
over, inside and out. responsibility and ownership of
Purpose: Why might I want their learning, which increases
to read it? motivation and learning”
Interest: Does it interest me? (TD5, 72).
Comprehend: Do I
understand what I am
reading?
Know: Do I know most of the
words?
Think-about 90-91 A strategy that gets your This is important because it
brain thinking about ideas in eliminates the excuse of “I don’t
your head. have anything to write about”.
EEKK 92 An acronym for elbow, “Having children sit this way
elbow, knee, knee… The allows for easier book sharing, a
way our text describes the quiet voice level, and helpful
way children should sit partner coaching, since both
during partner work. partners can see and follow along
with the text” (TD5, 92).