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STANDARDS:
Fluency
3.RF.4
Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text
with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings. c. Use context to confirm or self-
correct word recognition and understanding, rereading as necessary.
OBJECTIVES:
Language:
Students will be able to verbally discuss/write/draw and explain the meanings of the
vocabulary words
Students will be able to read/ listen for context clues
Content:
Students will be able to determine the meaning of vocabulary words from the text and
use them to place the words correctly back into the text using the understanding of the
word and context clues around it
LEARNING STRATEGIES: Think, pair, share, visuals, word recognition, authentic use of
vocabulary words, slower speech, present information in multiple ways, repetition of
information, step by step instruction, opportunites for interaction, connection to students' prior
knowledge, appropriate wait time, modeling, demonstration of concepts, opportunities to apply
new knowledge, positive feedback and other encouragement, assessment
MATERIALS: Book: "Animal Planet polar animals from the artic" by: Laaren Brown, sticky
notes, word strips with vocab words, large version of the text, dictionary
MOTIVATION:
(Building background)
Students will have been read the book as a read aloud the day prior to the lesson. Ideas about
what makes an animal a polar animal will be discussed following.
EXTENSION:
Some students will be asked the third day to read the pages to the teacher to reinforce the
word recognition, and the meanings will be asked of those students. Secondly, the class could
be asked to write stories using the vocabulary words to check for further understanding.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP® Model.)