treasures oral vocabulary cards grade 1

Grade 1 Oral Vocabulary Cards Macmillan/McGraw-Hill A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in China 1 2 3 4 5 6 7 8 9 10 DSS 12 11 10 9 8 ISBN 10: 0-02-202028-4 ISBN 13: 978-0-02-202028-6 The Princess and the Pea The Great Rope Tug Lions Cubs Grow Up Pig Goes to the Party Roberto Clemente Wild Animal Families Estela and the Fox Around Town, Then and Now The Squeaky Floor The Singing Turtle The Monkeys and the Hats Now Things Are Worse! Making Art and Music A Bottle Village School Around the World Drakestail A Taste of Salt The Bundle of Sticks Pecos Bill and Slue-Foot Sue The Alligator and the Eagle How the Milky Way Came to Be What Scientists Do Brer Rabbit and the Hurricane What Makes Day and Night? From Caterpillar to Butterfly Half-Chick Timimoto All Kinds of Vets How the Beetle Got Her Coat The Goat in the Garden Table of Contents O r a l V o c a b u l a r y H a v e y o u e v e r w o r k e d w it h a f rie n d ? H o w d id y o u h e lp e a c h o t h e r ? W h a t w o u ld y o u d o if y o u r f r ie n d d id n ’t h e l p ? L o n g a g o , a g ir l n a m e d E s t e la liv e d in t h e c o u n t ry . S h e w a s a k i n d g irl a n d a g o o d f r ie n d t o a l l t h e a n im a ls t h a t liv e d n e a rb y . O n e d a y , E s t e la w a s p la n tin g w h e a t w h e n F o x s t o p p e d b y t o a s k w h a t s h e w a s d o in g . “ I a m p la n tin g w h e a t ,” E s t ela ex p la in e d . “ I w i ll u s e t h e w h e a t t o m a k e fr e s h b r e a d .” “ W h a t a fi n e id e a ! ” sa id F o x . “ F r e s h b re a d is s o sc r u m p t io u s ! ” “ T h e n y o u c a n b e m y p a rt n e r ,” s a id E s te la . “ W e c a n w o rk to g e th e r t o g ro w t h e w h e a t , a n d t h e n w e c a n sh a re it .” “ W h a t a fi n e id e a !” s a id F o x . “ I a m h a p p y t o b e y o u r p a rt n e r! ” S o E s t e la a s k e d Fo x t o h e lp h e r w it h t h e p la n t in g . B u t in s t ea d o f h e lp in g , F o x s a id , “ Y o u a re so m u c h b e t t e r a t p la n t in g t h a n I a m . W h y d o n ’t y o u p la n t t h e w h e a t , a n d I w ill t a k e c a r e o f t h e r e s t .” E s te la a n d th e F o x A T a l e f r o m C u b a © M a c m i l l a n / M c G r a w - H i l l i l l u s t r a t i o n b y C a r o l y n C r o l l s c r u m p tio u s D e fi n e : S c r u m p t i o u s m e a n s v e r y d e l i c i o u s . E x a m p l e : M y g r a n d m o t h e r m a d e a s c r u m p t i o u s m e a l . A s k : W h a t i s t h e m o s t s c r u m p t i o u s f o o d y o u h a v e t a s t e d ? p a r tn e r D e fi n e : A p a r t n e r i s s o m e o n e w h o w o r k s o r p l a y s w i t h y o u . E x a m p l e : K i m l i k e s t o s i n g a n d d a n c e w i t h a p a r t n e r . A s k : W h a t k i n d s o f a c t i v i t i e s d o y o u e n j o y d o i n g w i t h a p a r t n e r ? E L L W o r d s w i t h M u l t i p l e M e a n i n g s S a y : W h e n F o x s a y s h e w i l l t a k e c a r e o f t h e r e s t , h e m e a n s h e w i l l t a k e c a r e o f w h a t i s l e f t t o d o . W h a t i s a n o t h e r m e a n i n g o f t h e w o r d r e s t ? W h e n d o y o u n e e d t o r e s t ? H a v e c h i l d r e n c o m p l e t e t h i s s e n t e n c e : I r e s t w h e n _ _ _ _ _ _ . A d d i t i o n a l V o c a b u l a r y R e r e a d t h e s e l e c t i o n . I n t r o d u c e t h e u n d e r l i n e d w o r d s u s i n g t h e v o c a b u l a r y r o u t i n e o n H o w t o U s e t h e O r a l V o c a b u l a r y C a r d s . 1 N 1C R D OV_ F L _ U 2W 2 _R D 0 9 .i n d d 1 N1CRDOV_FL_U 2W2_RD09.in dd 1 2 / 12 /07 1 0 :43: 33 AM O r a l V o c a b u l a r y E L L S e q u e n c e o f E v e n t s A s k : W h a t d o t h e w o l f p u p s e a t a t fi r s t ? W h a t d o t h e y e a t w h e n t h e y g e t b i g g e r ? W h a t h a p p e n s w h e n t h e p u p s a r e s i x m o n t h s o l d ? A n i m a l s h a v e f a m i l i e s j u s t l i k e p e o p l e . W h a t d o y o u t h i n k t h e m e m b e r s o f a n i m a l f a m i l i e s d o f o r o n e a n o t h e r ? F r o m t h e m o m e n t a n e w w o l f p u p i s b o r n , i t s f a m i l y w o r k s t o g e t h e r t o c a r e f o r i t . N e w b o r n w o l f p u p s a r e v e r y t i n y . T h e y o n l y w e i g h a b o u t a p o u n d . T h e n e w p u p s s n u g g l e u p a g a i n s t t h e i r m o t h e r i n t h e i r d e n . T h e f a t h e r s t a n d s g u a r d o u t s i d e . T h e p u p s c a n n o t s e e o r h e a r y e t . T h e d a r k , q u i e t d e n i s a s a f e h o m e f o r t h e m . A t fi r s t , t h e p u p s d r i n k t h e i r m o t h e r ’ s m i l k . S o o n , t h e y w i l l e a t m e a t . T h e f a t h e r h u n t s t o p r o v i d e m e a t f o r t h e f a m i l y . T h e p a r e n t s c h e w t h e m e a t , a n d t h e n s p i t i t i n t o t h e p u p s ’ m o u t h s . A f t e r t w o m o n t h s , t h e p u p s j o i n t h e r e s t o f t h e w o l f f a m i l y . W o l v e s l i v e i n g r o u p s c a l l e d p a c k s . M e m b e r s o f t h e p a c k p l a y w i t h t h e p u p s , b r i n g t h e m f o o d , a n d e v e n “ b a b y s i t ” w h i l e t h e p a r e n t s h u n t . A t s i x m o n t h s , t h e p u p s w i l l b e r e a d y t o h u n t w i t h t h e p a c k . W ild A n im a l F a m i lie s © M a c m i l l a n / M c G r a w - H i l l p h o t o © M i c h e l G u n t h e r / B I O S / P e t e r A r n o l d , I n c . p r o v i d e D e fi n e : T o p r o v i d e m e a n s t o g i v e s o m e o n e w h a t t h e y n e e d . E x a m p l e : T h e a r t t e a c h e r p r o v i d e s p a p e r , p a i n t s , a n d b r u s h e s f o r t h e s t u d e n t s . A s k : W h a t d o e s a l i b r a r y p r o v i d e f o r y o u ? A d d i t i o n a l V o c a b u l a r y R e r e a d t h e s e l e c t i o n . I n t r o d u c e t h e u n d e r l i n e d w o r d s u s i n g t h e v o c a b u l a r y r o u t i n e o n H o w t o U s e t h e O r a l V o c a b u l a r y C a r d s . 1 N 1 C R D O V _ F L _ U 2 W 1 _ R D 0 9 . i n d d 1 2 / 1 2 /0 7 1 0 : 4 3 :2 0 A M 2/12 /07 10:43: 20 AM How to Use the Oral Vocabulary Cards Key Features of the Oral Vocabulary Cards • The Oral Vocabulary Cards feature folk tales from around the world and high-interest nonfiction. There is one set of four cards for each selection/per week. • Every card has a full-color illustration or photo on the front. The images can be shown while reading the text aloud. They can be used to reinforce the Wonderful Words and additional words. These words build children’s oral vocabularies beyond their reading vocabularies. A minimum of ten words are included in each selection. • A Wonderful Words section provides a routine for introducing new vocabulary. Introduce highlighted words using the following routine: Define: offers a student-friendly definition Example: uses the word in a context children will relate to Ask: offers a question that requires children to apply the word in their own sentences as they reply • Additional Vocabulary Words are provided for more vocabulary opportunities. Introduce the underlined vocabulary using the Define/Example/Ask routine. • English Learner (EL) strategies help unlock the meanings of words through engaging activities for all children. • A Retelling feature helps children use the illustrations and photographs to retell the events and facts. Using the Oral Vocabulary Cards While You Read • Use the focus questions before the selection to start a discussion with children before reading. Evaluate children’s prior knowledge of the concepts introduced in the story and use the discussion to build children’s background. • Read the selection aloud, engaging children by pointing out key elements of the illustrations or photos that help make the text comprehensible. As you encounter a highlighted word, stop and use the Define/Example/Ask routine to teach the word and provide time for discussion. • As an alternative, first read the selection straight through and then go back to use the Define/Example/ Ask routine to teach the Wonderful Words. Using the Oral Vocabulary Cards Guided Rereading On a subsequent reading, use the same Define/Example/ Ask routine to teach the underlined additional vocabulary words. Use the EL strategies if you have not already done so. Use language frames and sentence starters so children have a context in which to supply vocabulary words. Encourage them to echo the sentences when the frames are complete. Retelling Do a Modeled Retelling of the selection by holding up each card and talking about what you see as you ask children questions found in the Retell box. For example, for “Estela and the Fox,” a Cuban tale, retell the story as follows: Card 1: A girl named Estela was planting wheat to make bread. She asked Fox to be her partner, and he agreed. But Fox did not help her plant the wheat. Card 2: Soon it was time to pull up the grass around the wheat. Estela was doing the job when Fox walked by. She asked Fox to help her, but he said that he was too busy. So Estela pulled up the grass by herself. Card 3: When it was time to cut the wheat, Estela looked for Fox to help her. She found him sleeping. Fox said that he was too tired to help. Estela was very upset that Fox wouldn’t help her! She found her wise friend Greyhound and told him what happened. Card 4: Greyhound had a plan. Estela cut the wheat and put it in the barn, and Greyhound hid. Then Fox came and started to steal the wheat, but Greyhound stopped him, and chased him away! Estela made bread out of the wheat and gave some to Greyhound to thank him. Developing Conversations The Oral Vocabulary Cards are linked to the weekly and unit themes. They are designed to develop children’s listening and speaking skills. As you share the stories with children, use the following strategies to engage children in independent and group responses. • Motivate discussion by asking children about their experiences. Use the focus questions at the beginning of each selection. Discuss unfamiliar concepts by relating to children’s personal experiences. Use examples from your own life to make concepts clear. • Pause long enough to allow children to think and respond. • Ask children, one by one, to retell the events of the story in a group situation. Encourage each child to tell one event or fact in chronological order. • Practice fluency with the patterned parts and repetitive stanzas. • Have children role-play parts of the story by becoming characters. Have a narrator tell the story while children use the characters’ words at the appropriate time. Allow groups of children to become one character so that children at a beginning language level can participate. • Provide a simple synopsis of the story and invite children to add the details they remember. Intensive Vocabulary Instruction For children needing additional vocabulary development, follow the Intensive Vocabulary 5-Day Plan below. Spend 15-20 minutes a day providing targeted vocabulary instruction and practice using the Oral Vocabulary Cards. Intensive Vocabulary 5-Day Plan Day 1: Review the previous week’s words. Then administer the Oral Vocabulary Pretest in the Tea cher’s Resource Book. If time allows, read the selection aloud for enjoyment and prompt children to offer personal responses. Day 2: Read the selection and teach the highlighted words using the Define/Example/Ask routines provided. Day 3: Reread the selection and teach the underlined words using the Define/Example/Ask routine. Day 4: Revisit the selection, review the vocabulary words, and guide children in a retelling. Day 5: Administer the Oral Vocabulary Posttest in the Tea cher’s Resource Book. Allow time for children to independently retell the selection. Prompt them to use the new vocabulary taught by providing sentence frames or sentence starters. Periodic Review Once a set of words has been taught, continue to review the words throughout the upcoming weeks. Children will need several weeks of continuous review to master many of these words. To provide ample review: • Review the previous week’s words at the beginning of each new week. • Incorporate the new words into classroom discussions. Rephrase children’s responses, when appropriate, to use new words. Ask children to repeat. • Use the new words in transition activities. For example, ask children to name a time they were exhausted as they line up for recess, one by one. • At the end of the each unit, revisit all the Oral Vocabulary Card stories for that unit. State a targeted vocabulary word, and ask children to use it in a sentence that tells about a story or something they learned in that unit. • Send home the list of vocabulary words taught and sentence starters for families to engage their children in discussions using the words. Academic Language Many children struggle in school due to their limited knowledge and use of academic language. Academic words include those harder Tier 2 words that appear in much of children’s reading materials as well as the language of instruction. Tier 1 Words: Everyday words (cat, apple, table) Tier 2 Words: Academic words (exhausted, analyze, majority) Tier 3 Words: Content specific words (lava, Louisiana Purchase, viceroy) The words chosen for instruction on the Oral Vocabulary Cards were carefully sequenced and selected by consulting three sources: (1) the Living Word Vocabulary list, (2) Avril Coxhead’s list of High-Incidence Academic Words, and (3) Andrew Biemiller’s Words Worth Teaching list. [...]... anything I want.” Intensive Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 UNIVERSAL ACCESS Act Out Synonyms Stomp around the classroom to demonstrate a thunderous gait Say: My footsteps are thunderous today Say thunderous three times with me What is another word for thunderous? Oral Vo c a b u l a r y Rabbit... them in her mouth Intensive Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 English Learners UNIVERSAL ACCESS Use Photographs Point to the lion cubs’ features, such as eyes and nose Name them and have children repeat Ask children to tell how the mother lion is different from the cubs Oral Vo c a b u l a r y After... Intensive Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 Relate to Personal Experience Ask children to recall a time when they attended a party and what it was like What did they do? What did they eat? Help children respond in complete sentences If necessary, recast their sentences, and ask them to repeat Oral. .. visitor? What is the queen’s plan? Card 4: How does the princess feel the next morning? Why are the king, queen, and prince smiling? How does the story end? The Princess and the Pea 4 The Great Rope Tug Oral Vo c a b u l a r y A Tale from Africa stretch Define: To stretch is to spread out your arms, legs, or body What is a tug-of-war? How do you move when you play tug-of-war? Example: We always stretch... Oral Vo c a b u l a r y The queen had been listening to everything She immediately wondered if this young woman was, in fact, a true princess The queen asked the girl about her family, her talents, and... Have children look at the elephant and the rabbit in the picture Identify the animals’ features and have children repeat Ask: Which animal do you think will win the tug-of-war? Why? The Great Rope Tug 2 Oral Vo c a b u l a r y Rabbit was full of energy She hopped down the river bank and was soon far away from Elephant There she saw Hippo resting in the water “Hippo! Who is the greatest one in the jungle?”... tug-of-war with Rabbit Hippo also thinks she is playing with Rabbit Who are they really playing with? How does Rabbit fool them? Have children use the illustration to identify each character and action Oral Vo c a b u l a r y “Oops!” yelled Elephant as he fell into the trees with a CRASH! “Oh, no!” yelled Hippo, as she fell backwards into the river exhausted with a SPLASH! Define: A person who is exhausted... You are indeed great!” “See, I told you!” said Rabbit “I may be small, but I am just as great as you are!” From that day on, both Elephant and Hippo believed little Rabbit to be very great indeed Card 1: What happens when Rabbit and Elephant meet at the river? Card 2: How does Rabbit plan to prove that she is just as great as Elephant? Why does Elephant think this is funny? ©Macmillan/McGraw-Hill illustration... Petrone Card 3: What does Rabbit want Hippo to do? What happens when Rabbit cuts the rope? Card 4: How does Rabbit fool both Elephant and Hippo? What do the animals think of Rabbit now? The Great Rope Tug 4 Oral Vo c a b u l a r y Lion Cubs Grow Up change Define: To change means to become different Have you ever seen a baby lion? What was it like? What do you think baby lions need to learn as they grow up?... mattresses Do you think the queen will find out that the girl is a genuine princess? How do you think the pea will help her do that? Have children complete this sentence: I think the queen will discover _ Oral Vo c a b u l a r y The next morning, the queen asked the young woman, “How did cheerful you sleep, my dear?” “I hardly slept at all,” said the princess “There was something very hard in the bed, and . C a r d s . 1 N 1 C R D O V _ F L _ U 2 W 1 _ R D 0 9 . i n d d 1 2 / 1 2 /0 7 1 0 : 4 3 :2 0 A M 2 /12 /07 10 :43: 20 AM How to Use the Oral Vocabulary Cards Key Features of the Oral Vocabulary. transmission, or broadcast for distance learning. Printed in China 1 2 3 4 5 6 7 8 9 10 DSS 12 11 10 9 8 ISBN 10 : 0-02-202028-4 ISBN 13 : 978-0-02-202028-6 The Princess and the Pea The Great Rope Tug Lions. O r a l V o c a b u l a r y C a r d s . 1 N 1C R D OV_ F L _ U 2W 2 _R D 0 9 .i n d d 1 N1CRDOV_FL_U 2W2_RD09.in dd 1 2 / 12 /07 1 0 :43: 33 AM O r a l V o c a b u l a r y E L L S e q u e n c e