Pass out the booklet to each student. Pass out the worksheet to each student. Reading Vocab Alert! Explain to students that the words on this page are the important words to know for the upcoming story. Ask student to rate their knowledge of each word by circling a number in the column for the “Before” word. Read each word and have the class repeat the word aloud. Explain the following rating system to the students: 1 I have never heard of this word before now. — 2 I recognize this word, but I don’t know what it means. — 3 I sort-of know what this word but I would have a hard time explaining what it means. — 4 I can explain what this word and use it in a sentence. — Give students a chance to rank the word before moving on to the next word and repeating the process Read the storybook with the class using the resource, following the prompts in Read Aloud–Think Aloud it. After you read and discuss the story with your students, have them re-rate each vocabulary word in the column on the page at the front of the book using the process from Step 2. Vocab Alert! “After” Have students draw a picture of each word in the space provided on the page. Vocab Alert! 4.2—Part 2: Exploration Activity Note: As an optional alternative for teachers short on time, one can skip the exploration activity. Instead, you can hand out the handout and walk your students through it either as a very Information for Design Activity short Part 2 or as preface to Part 3. If activities are split into multiple days, they will be separated and organized like so: 4.2.1—Part 2, Day One In front of the students, as a class demonstration, go through the following steps and explain what you are doing to students. Sometimes these steps will involve students by having you ask them to help, which will increase attentiveness and learning. The steps for executing this part of the activity go here. These steps will commonly include prompts to stop and explain certain concepts to students. They can also include prompts start discussions with the class, to evaluate their knowledge of what is going on. 4.2.2—Part 2, Day Two The steps for executing this part of the activity go here. Some lessons will include reflection questions for further evaluation. They will be listed like this. Which prototype was the most successful, and why?
Pass out the Reading booklet to each student. Pass out the Vocab Alert! worksheet to each student. Explain to students that the words on this page are the important words to know for the upcoming story. Ask student to rate their knowledge of each word by circling a number in the “Before” column for the word. Read each word and have the class repeat the word aloud. Explain the following rating system to the students: 1 — I have never heard of this word before now. 2 — I recognize this word, but I don’t know what it means. 3 — I sort-of know what this word but I would have a hard time explaining what it means. 4 — I can explain what this word and use it in a sentence. Give students a chance to rank the word before moving on to the next word and repeating the process Read the storybook with the class using the Read Aloud–Think Aloud resource, following the prompts in it. After you read and discuss the story with your students, have them re-rate each vocabulary word in the “After” column on the Vocab Alert! page at the front of the book using the process from Step 2. Have students draw a picture of each word in the space provided on the Vocab Alert! page. 4.2—Part 2: Exploration Activity Note: As an optional alternative for teachers short on time, one can skip the exploration activity. Instead, you can hand out the Information for Design Activity handout and walk your students through it either as a very short Part 2 or as preface to Part 3. If activities are split into multiple days, they will be separated and organized like so: 4.2.1—Part 2, Day One In front of the students, as a class demonstration, go through the following steps and explain what you are doing to students. Sometimes these steps will involve students by having you ask them to help, which will increase attentiveness and learning. The steps for executing this part of the activity go here. These steps will commonly include prompts to stop and explain certain concepts to students. They can also include prompts start discussions with the class, to evaluate their knowledge of what is going on. 4.2.2—Part 2, Day Two The steps for executing this part of the activity go here. Some lessons will include reflection questions for further evaluation. They will be listed like this. Which prototype was the most successful, and why?
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