Pollution, industrial, fertile, restore, invention



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Vocabulary development using text
This week’s goal: Teaching of tier two words
Plan: This week I will choose five tier two words from the book my tutee and I will read this semester –

A River Runs Wild, by Lynne Cherry.

The words – pollution, industrial, fertile, restore, invention.

I selected these words because I know from our discussion last

week that Justin struggled to decode and read these words, he

does not know their meanings and he cannot spell them.
Action: (What we will do together)

My tutee, his mother and I will try to guess what we think the words mean before we begin to read the book.


(What my tutee will do alone)

My tutee will use context clues to try to determine the meaning of the words. He will look at the sentences surrounding the words; he will look to see if the author, Lynne Cherry, gives him any help in figuring out the words.


(What I must do as a result of my tutee’s

action/inaction)

I will ask Justin to explain how he arrived at each word

meaning, so I can see how he is thinking about the words as he reads.


(What my tutee and I will do together)

After we read, we will determine if our earlier guesses made sense; we will talk about why our guesses did or did not make sense. If necessary, we will

write student-friendly definitions for each word.
(What parents will do to help at home)

Mother will try to provide several opportunities for Justin to use the words we learned in the upcoming week.


Suggestions – opportunities can be:

Something they see on TV that connects with the words, can be in general conversation, can be from

another reading making connections like text-to-self.
Follow up: (What we will do together)

Next week we will begin our tutoring session with a discussion of how Justin used the new words during the past week.


(What my tutee will do alone)

Justin will try to write the words from memory on his dry erase board. He will pronounce them accurately, and in his own words tell the meanings. He will then re- read a selected section to his mother and me.

This week’s goal: To show my tutee how writers use special style, technique and signal words to help us see the meanings of words they sometimes use
Plan: This week I will find words and writer’s technique in the book The Buried City of Pompeii that the writer Shelley Tanka uses to help us define words we do not know. E.g., on page 20, Shelley uses definition to help us understand the word caldrium, a steamy room heated by hot air that circulates under the floors and behind the walls.
Action: (What we will do together)

My tutee, his mother and I will search the text for examples of words

that writers sometimes use to help us define words we do not know.

We will talk about the types of techniques writers use such as: definitions, examples, comparisons, contrasts and gist clues in their writing as they define words.


(What my tutee will do alone)

My tutee will look for additional writer’s technique in the examples we discuss to see if those techniques help him define words he does not know in the book The Buried City of Pompeii by Shelley Tanka.


(What I must do as a result of my tutee’s action or inaction)

I will check to see if my tutee is correct in his selections and provide some examples of my own from the text.


(What my tutee and I will do together)

After we read we will determine where the writer’s technique

was most direct or most confusing.
(What parents will do to help at home)

Parents will continue the activity of looking at context clues to aid vocabulary development.


Suggestions – opportunities can be:

Newspaper articles magazines any written material they encounter.


Follow up: (What we will do together)

Next week we will begin our tutoring session with a discussion about how the context clues activities went.

We will talk about how difficult it was to use writers’ techniques to determine word meaning.
(What my tutee will do alone)

Continue looking for explanations, comparisons and contrasts, definitions and gist clues in upcoming reading.


This week’s goal: Using categorizations to help build vocabulary
Plan: This week I will demonstrate to my tutee how we can use categorization to help build vocabulary.
Action: (What we will do together)

We will discuss categorization and talk about lists of things we can categorize. We will discuss what would be the advantage of categorizing things.


(What my tutee will do alone)

My tutee will look around the library and find words, artefacts, and pictures that can be categorized.


(What I must do as a result of my tutee’s action/inaction)

I will find out from my tutee why she placed certain things together and how she labelled each category.


(What my tutee and I will do together)

We will read the book The True Story of the Three Little Pigs as told by Jon Scieszka. During the reading we will categorize items listed in the book such as: bunnies, sheep, pigs and wolf, which we can categorize

under “Animals.”
(What parents will do to help at home)

Parents will try to provide opportunities for the tutee to use categorization for things on grocery lists, for example.


Follow up: (What we will do together)

Next week we will continue to build on the categories we listed so far.


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