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This is more of a reading comprehension plan about using context clues to determine unknown words rather than a lesson focused on selecting and developing academic vocabulary.
It is a strong lesson and you should set it aside for the comprehension unit but we will need to work on another vocab lesson. #edu407
#edu407 many reader's workshop folks may disagree with me but I also do not think having students choose academic vocabulary words from their independent reading is the best way to support vocabulary development (though independent reading is...) but as a teacher, you can not prepare lessons and decide how to use words in different context. That is hard when students choose vocabulary words.
#edu407 And the data supports your conclusion. In Connecticut we have much to do in the area of numeracy. We have some persistent differences in subgroup scores but in general, our reading and writing scores are high in Connecticut. We need to think about meaning making with numbers. #numeracy so much more than solving algorithms.
Sounds like you were never taught vocabulary but were instead taught on inefficient memory techniques.
In #edu305 #edu407 #edu307 we will learn that these "simple rhyme words" (avoid words like simple...what comes easy to you doesn't to students) are called part of onset and rhymes and the cvc words you refer to are usually closed syllable (meaning short vowel) There are 37 major rimes in the English language.
A good lesson plan though I think it will take much longer than thirty minutes. Teachers, new and veterans underestimate how long task take. Your jigsaw for preteaching the vocabulary, I love this idea, but it might take the better part of thirty minutes. #edu407
Yes building out word walls and showing kids patterns are a great way to learn. Never understood a vocabulary, maybe a section on a measure of content knowledge but not testing vocabulary for vocabulary's sake.
Immerse kids in words and measure how they use vocabulary not how they recite it.