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As readers and writers, it is important for second graders to develop the technical skills required to be the most successful they can be in these endeavors. To this end, the students have been honing their mental toolboxes all year, recently with discussions and activities centered vowel variations in spelling, reading strategies, and identifying different types of nouns. There are many important literacy skills for them to develop though. They have also discussed how to ascertain the meaning of unknown words by combining prior knowledge with context clues. This lesson will build on that skill, focusing on being able to substitute various synonyms for words of unknown meaning, thus clarifying the whole message. After all, the meanings they identify through contextual clues are just a step away from finding a synonym to insert. This synonymic substitution is the first step to recognizing and understanding the nuances between those synonyms. tudents! mastery of word"relationships will strengthen their literacy not only now, but will also lay the foundation for deeper writing and reading comprehension in the future, as word choice can have a strong impact on a message!s overall meaning. #n only a year or two, they will be able to select the exact word they need from a myriad of options at their cognitive disposal, and be able to ascertain the possible meanings of other writers! specific word choices. The students have been working in pairs throughout the year, and while the pairs themselves aren!t static $ partners can and do change $ the intention is always the same% to share knowledge, practice discussion skills, and expand their thinking through collaboration. The class as a whole has been using this partner"sharing technique all year, so it is a wonderful, fairly well" developed learning tool that # will certainly utilize in this lesson. &verall, # am very lucky to be working with a group of second graders that average into third grade reading levels, according to 'ountas and (innell!s Text )evel )adder of (rogress, though these scores do vary* to address these variations, #!ve selected an interactive read aloud lesson structure.

OUTCOMES/GOALS: 'or the tudent%

++ .).,#.-.. /etermine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

'or the Teacher%

0T 12% The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. (erformance% The teacher models effective communication strategies in conveying ideas and information and in asking questions 3e.g., monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received4.

The students will be able to substitute synonyms for tricky words in order to determine their meaning and become stronger, more comprehensive readers.

# will take notes on student learning during various parts of the lesson, including partner discussions, group sharing, and independent work time, and pay particular attention to the following% Are the students able to identify synonyms5 +an students use context and picture clues to determine the meaning of unknown words5 +an students use synonym substitution for these unknown words5 Are students re"reading the sentence6passage to check the sensibility of their chosen synonym in relation to the text5 /o students know why synonym substitution can help them become better readers5

#nteractive read"alouds are useful as teaching tools because they can engage readers of all levels. As a result, #!m confident that all students will be able to learn from the model $ and remodels, if necessary $ that # provide, especially since # plan to strengthen that learning with partner"based discussions at strategic points throughout the read"aloud.

Title% 7iggest, trongest, 'astest by teve 8enkins 3borrowed from 7rookfield 9lementary4



Intro !"t#on: :=min >ake sure students are seated next to their reading partners. o This routine is well"established $ reminder about partner"sharing interactions shouldn!t be necessary. 0e!ve been learning all about different kinds of words? @ow to sort them, read them, spell them, and $#n t%&#r '&(n#n) during reading. o 'inding the meaning of tricky words is going to be an important skill today. ,emember, we understand the whole sentence6passage better if we know what every word in it means. o @ow can we find meaning for tricky words5 7y connecting contextual clues with prior knowledge to make a good guess about the word!s meaning. Then we have to make sure that it makes sense, so we reread the entire sentence6section. Today we will look at how some of these words are related $ sometimes, different words can mean almost the same thing. These words $ words that mean the same thing " are called *+non+'*. 0henever we think of a new word to replace our tricky word, then that new word is a synonym. o 9xamples% happy6glad, silent6quiet, noisy6loud

0rite these pairs on large post"it pad for reference. Transition into, A# have a book here that will help us think about synonyms some more, and we!ll figure out the meanings to some tricky words together? ,emember, first we need to find the meaning with clues in the text or pictures, then we think of a synonym, substitute it in, and reread to make sure it makes sense.B #ntroduce title and author o 7iggest, trongest, 'astest by teve 8enkins o # know we really like to learn about animals in this class $ this book tells us about some of the record"holders of the animal world #ntroduce purpose% o 0e are going to think about which synonyms we can substitute in for tricky words. This can help us understand the whole passage better. #f we encounter a tricky word% ascertain what!s happening using other context clues 3ask students% how can we do that again54 and substitute using an appropriate synonym. /on!t forget to reread. ,ead the title again and start delving into demonstration6participation.

D&'on*tr(t#on (n P(rt#"#,(t#on: :C<"-;min ,ead first page for introduction to the book. Do to first bookmark and read 3no page numbers4. o Eh oh $ Ffilaments! is a tricky one, huh5 #!m not sure what Ffilaments! are, so #!m going to go back and look for clues in the text that might help me. ,e"read the first sentence of the passage. A un jellyfish have tentaclesGB 0ait, it goes on to talk about filaments right after that? # think that Ffilaments! might mean Ftentacles!. #f # didn!t catch that, # could use the picture. 7ut # need to double check, so #!m going to substitute Ftentacles! in for Ffilaments! and re"read the passage to make sure it makes sense. ,e"read with Ftentacles! 3 &'on*tr(t#on4 0rite Afilaments $ tentaclesB on the post"it pad HowG what are tentacles again5 #!m going to double"check what those are by looking at the pictures and text. The text tells us that these tentacles6filaments are the longest part of the jellyfish $ sometimes over =;;ft? 0hat does the longest part of the jellyfish in the picture look like5 To me, they look like legs% long, squiggly legs. ,e"read with Flegs! 3 &'on*tr(t#on4 Hext to Afilaments $ tentacles,B add A$ legsB on the post it pad. 0hat strategies did you just see me use to figure out what Ffilaments! means5 Turn and share with your partner. 3,(rt#"#,(t#on4 ,epeat for two other pages, maintaining emphasis on using context clues6pictures to find meaning, choose synonyms, substitute them into the text, and reread, but increasing student participation and decreasing demonstrations unless needed. 3,(rt#"#,(t#on/ &'on*tr(t#on - r(t#o (* n&& & 4 o 'ocus on finding evidence in the text6pictures to help identify meaning of tricky words. o 'ind synonyms, then substitute them back into the sentences to make sure they make sense. 0ords to look at% quickly, prey 0rite them and synonyms on post it pad

)ast marked page, choice word% voltage o AThis looks like a tricky one? 0e already knew what Fprey! and Fquickly! meant, so they were kind of easy, but Fvoltage! is tough? ince we don!t know what it means, what strategy are we going to use to find out5 Turn and talk to your partner about how we can find out what Fvoltage! means.B #f needed, re"read the passage as written for the students 0rite Fvoltage! on the board. 3,e"read the passage for in"text clues about the word!s meaning4 o elect an appropriate response from the students after partner"sharing, have that student share their strategy 0rite their synonym on the board beside Fvoltage! 3(ossible synonyms for substitution% power, electricity, etc.4 o ,e"read the passage for them with their substitution /oes the passage make sense now5

C.o*!r&/R&"(,/Tr(n*#t#on to Mr*/ Er#"0*on: :=min How, we!ve learned that once we figure out the meaning of a tricky word in our books $ by using context clues $ we can substitute in a synonym and reread the passage to help us double"check that it makes sense, and to understand the passage better. 0e practiced with some very tricky words? 7ut now, we will be able to use this strategy again if we encounter any other tricky words in our reading. Transition children to planned practice6performance o How, >rs. 9rikson is going to help us practice finding and substituting synonyms.

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