Language Arts Sample Systematic Instruction Script (LASSIS): Middle Vocabulary and Acquisition
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<span style="font-size:175%;">'''Key Text:''' Excerpt from '''''Cheaper by the Dozen'' (Gilbreth, 1948)'''</span> | <span style="font-size:175%;">'''Key Text:''' Excerpt from '''''Cheaper by the Dozen'' (Gilbreth, 1948)'''</span> | ||
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=Printable Materials= | =Printable Materials= | ||
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[[Media:Unit 1 MS Adapted Text.pdf| Unit 1 Middle Vocabulary & Acquisition Adapted Text pdf]] | [[Media:Unit 1 MS Adapted Text.pdf| Unit 1 Middle Vocabulary & Acquisition Adapted Text pdf]] | ||
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Latest revision as of 11:39, 11 September 2015
BACK TO Language Arts Sample Systematic Instruction Script
Key Text: Excerpt from Cheaper by the Dozen (Gilbreth, 1948)
Grade Band: Middle School (Grades 6-8)
Focus: Building Understanding of Words and Stories
Topic | Core Content Connectors | Common Core State Standard | Essential Understanding | LASSI Objectives |
WORD STUDIES | 6.RWL.c1 Use general academic and domain specific words and phrases accurately.
8.RWL.i1 Use general academic and domain specific words and phrases accurately. |
6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
8.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
Identify general academic words.
THEN Identify domain specific words or phrases.
Identify general academic words. THEN Identify domain specific words or phrases. |
Identify and define key words related to the story. |
PASSAGE COMPREHENSION | 6.RL.b2 Refer to details and examples in a text when explaining what the text says explicitly.
6.RL.b3 Use specific details from the text (words, interactions, thoughts, motivations) to support inferences or conclusions about characters including how they change during the course of the story. 7.RL.j1 Analyze the development of the theme or central idea over the course of the text. 8.RI.j1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text. |
6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
Recall details in a text.
THEN Explain what a text says.
Identify characters in a story. THEN Describe characters in a story. THEN Identify how a character changes in a story.
Identify the theme or central idea of the text. THEN Identify supporting details of the theme or central idea at the beginning of the story. THEN Identify supporting details of the theme or central idea at the middle of the story. THEN Identify supporting details of the theme or central idea at the end of the story. |
Use text to answer comprehension questions (e.g., answer "who", "what", and "where" questions).
Confirm or change a prediction about topic of story using at least two supporting details from story. Select the theme of the story when given four options and match to a supporting detail in the text. |
USING CONTEXT CUES | 6.RWL.a1 Use context to determine the meaning of unknown or multiple meaning words or phrases.
7.RWL.g1 Use context as a clue to determine the meaning of a grade-appropriate word or phrase. 8.RWL.g1 Use context as a clue to the meaning of a grade-appropriate word or phrase. |
6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from an array of strategies.
a. Use context as a clue to the meaning of the word or phrase. 7.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibility from an array of strategies. a. Use context as a clue to the meaning of the word or phrase. 8.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibility from an array of strategies. a. Use context (e.g. the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of the word or phrase. |
Identify new words.
THEN Identify multiple meaning words. THEN Identify the meanings of a multiple meaning word.
Use context as a clue to determine the meaning of a word.
Use context as a clue to determine the meaning of a word. |
Use context clues to determine the meaning of an unknown word.
Select word or phrase that best illustrates sentence with an unknown or multiple meaning word by using context cues in sentence |
Be sure to provide specific practice to students on the skills that correspond to their grade level. | ||||
Materials Needed: Print, cut, and laminate response boards and response options attached to the end of this lesson. Also print the story. We recommend putting the story in a three ring binder with page protectors. Note that the stories are written in Level 3 text (no picture icons; Lexiled at about half of the original grade level). See notes on "Build Towards Grade Level Competence" for moving students towards grade-level text (Level 4). Teachers may modify the story by adding the vocabulary picture icons, simplifying sentences, and deleting nonessential sentences (Level 2 text). We also have provided some Level 2 text examples in the "Build Towards Independent Reading" section. The repeated story line is written simply (Level 1 text) and can be emphasized for students with emergent literacy (e.g., "Dad was proud of his family."). For students with the most significant or multiple disabilities, augment the story using objects. |
[edit] BUILD ESSENTIAL UNDERSTANDING: Teaching Story Elements
[edit] BUILD ESSENTIAL UNDERSTANDING: Key Vocabulary and Building Phonetic Awareness
[edit] BUILD A GRADE-ALIGNED COMPONENT: PASSAGE COMPREHENSION (Topic and Supporting Details)
[edit] BUILD A GRADE-ALIGNED COMPONENT: CONTEXT CLUES
BUILD A GRADE-ALIGNED COMPONENT: Use response boards. Student should select the correct picture/word/phrase.
6th & 8th Objective: Students will select the definition of grade level words (6.RWL.c1, 8.RWL.i1) 6th, 7th. 8th Objective: Students will use context clues to determine meaning of words or phrases (6.RWL.a1, 7.RWL.g1, 8.RWL.g1) | ||
You have done such a great job with our story today. Let's do one more thing to become super readers. Let's play "Guess the Mystery Word." We are going to look at words around our mystery word to help us find what the mystery word means. Sometimes the words in the sentences can help us figure out the mystery word, and sometimes the surrounding sentences can help us figure it out. Use response options provided in materials. | ||
Step | Teacher Says/Does | Student Response |
17. | Here is our first one. "He told other businesses how to do their job faster and better. This is called job efficiency."
Who can find what efficiency means? Hint: The sentence before tells us what efficiency means. Efficiency means "how to do their job faster and better." |
Selects "how to do job faster and better." (To make this a game, give student a point for each correct answer. Students may compete as teams; or if only one student, let student try to get correct answer faster than you do.)
If not correct, use LIP and state hint to left as specific verbal prompt. |
18. | Here's our next passage. "He would increase their production, which means the business could make and sell things faster and make more money."
Who can find what production means? Hint: This sentence tells us what production means, "which means the business could make and sell things faster." |
Selects "make and sell products faster."
Use same strategy for prompting as above and same game format. |
19. | Here's another passage, "It was called the 'assembly call.' Assemble means gather together. The assembly call was important. Dad would blow a whistle. We all had to come running and line up in front of our house in Montclair, New Jersey."
Who can find what "assemble" means? Hint: Here's the hint, "Assemble means to gather together." The author even gives an example. When dad used the assembly call, "we all came running and lined up in front of our house." |
Selects "gather together."
|
20. | Sometimes a word can have more than one meaning. Let's try a few. A "chart" can be something I use to write on (show picture of a chart). "To chart" means to write down the jobs you have done to track your progress (show a picture of a person charting progress). What does chart mean in this sentence… "I wrote my name on the chart." | Selects picture of a chart.
If not correct, reread the definitions of "chart" and let the student try again. |
21. | What does "chart" mean in this sentence…"When I am working on a project, I chart my progress." | Selects picture of person charting progress. |
22. | Let's do another word. The word "brush" can be the action that we use to brush our hair or our teeth (demonstrate the two motions). Or, a "brush" can be the tool we use to brush our hair. What does brush mean in this sentence... "He taught us the best way to wash dishes, comb our hair, and brush our teeth." | Selects picture of kid brushing teeth. |
23. | What does brush mean in this sentence…"I use the brush to comb my hair." | Selects picture of a hairbrush. |
24. | Sometimes we use figures of speech. A figure of speech is a phrase used to create an effect but does not literally mean what it says. Listen to this passage. "We never knew when he was going to call the assembly call. Dad sure kept us on our toes." Dad didn't really keep the children standing on their toes. What does "kept us on our toes" mean?
Alternate days use: "stretching the truth." |
Allow for a variety of acceptable responses. If needed model the answer. |
Note: To help students generalize, try other multiple meaning words or additional figures of speech in future lessons. Point out these words in everyday activities. |
[edit] BUILD A GRADE-ALIGNED COMPONENT: PASSAGE COMPREHENSION (Comprehension Questions)
[edit] BUILD A GRADE-ALIGNED COMPONENT: PASSAGE COMPREHENSION (Theme)
- You did a wonderful job with our story today.
*NOTE TO TEACHER: Repeat the lesson using these targets
Chapters | Key vocabulary | Topic & supporting details | Theme & supporting detail | Passages for using context clues |
2 | House, car, sister, brother, joke, loved | Dad loved to play jokes on his family.
|
Importance of Family
|
* Grade level words: household, slum, affection, collided
|
3 | Children, cheaper dozen, clothes | The family was "cheaper by the dozen".
|
n/a | * Grade level words: asphalt, actual, exempt
|
4 | Directions, opposite, fun, lunch | Family picnics were fun.
|
Importance of Family
|
* Grade level words: cue, unanimous, arguments
|
5-7 | Teachers, taught, learn team, cleaning, cooking, grocery shopping | Mother and dad were good teachers.
|
Being successful.
|
* Grade level words: employer, academic, domestic
|
8-9 | Grandparents, aunt, uncle, train, visit | Visiting mother's family.
|
n/a | * Grade level words: hard, treats
|
10 | Sick, doctor, operation, measles, tonsils | The family getting sick.
|
It is important to laugh.
|
* Grade level words: operation, measles
|
11-12 | Vacation, laugh, lighthouse, cottage shoe, summer | Family vacations.
|
It is important to laugh.
|
* Grade level words: nursery (5)
|
13-16 | Pretend, big, baby, babies, sodas , ice cream | We had fun in our big family.
|
Importance of Family
|
* Grade level words: photographer, recital, film
|
17-18 | Hair, make-up, music, jazz, change | The girls are growing up.
|
Families Change
|
* Grade level words: styles (5), respectable, rant
|
19 | Heart, son, stop, trips | Our family changed forever.
|
Families Change
|
* Grade level words: tragedy, fatal
|
- Students can also act out chapters by assigning different roles to each student. Nonverbal students can read their lines using an alternative communication device.
[edit] BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text):
Read the chapters covered in the lesson above aloud to the students but use the actual non-adapted text. This will provide students with an opportunity to hear more complex vocabulary, literary elements that may have been removed when creating the adapted text, and the author's tone. Here are some comprehension questions to use for each chapter.
Chapter | "Wh" questions | Additional vocabulary to teach for this chapter |
1 | Who did dad team up with to raise all twelve children?
When was dad happiest? What happened when dad whistled? |
Convinced
Assembly Elimination Efficiency Regimentation Appreciative |
2 | Why did dad say it took a lot of money to keep his family going?
Why did dad take everyone to a rundown house in the slum before showing them their real house? What happened when dad had the children look under the hood of their new car? |
Afford
Disappointed Amazement Confidence Extricate Intricacies |
3 | Who went on outings when dad would ask who wanted to go?
Why was time alone with mother and dad in the car important? Who was left behind when dad took the boy on the Leviathan? What happened that made Anne wish was an only child? What does mother mean when she says, 'The camel's back is broken'? |
Inanimate
Perpetual Lurid Vitality Benevolent Emphatically |
4 | How did dad find directions when he was lost?
What did mother do to signal that it was time to stop for lunch? Why did dad always look around for something interesting whenever they stopped? Why did dad tell Bill, 'You'll be the death of me yet boy'? |
Civilization
Enduring Delectable Sanitary Elaborated Dignified |
5 | Where was dad born?
Why didn't dad go to college like his sisters had? What was dad's first job? Where did mother graduate from college? |
Rendezvous
Destiny Menacingly Suspicion Radiate Unanimously |
6 | What did dad bring home as a surprise?
How did everyone react when dad told them what the surprise was really for? What color was the typewriter dad brought home? How did dad decide who got to keep the typewriter? Why did the concrete birdbath crumble and fall apart? |
Consciously
Emphatically Exaggeration Compromised Particular Exhibition Reinforced |
7-8 | Why didn't they like to jump grades in school?
What did dad mean when he said, 'Chip off the old block'? Who was Mrs. Bruce? Who is the White Rabbit from Boston? When they arrived in Oakland, who was waiting for them? |
Acquired
Sympathetic Introverted Demeanor Patronizing Acrobatics |
9-11 | Who did Bill spend time with in the kitchen?
Why was Grandma always threatening to spank someone? What did everyone have to do at Dr. Burton's office? Who's tonsils were removed by mistake? When did they go to Nantucket, Massachusetts? Where was The Shoe? |
Ensconced
Veracity Saturated Prophylaxis Averred Tentative |
12-14 | What was Rena?
How did they describe Rena? How did father experiment to see if babies can swim? How were the children named? Why did they fill a black coffin with wooden pencils? |
Derelicts
Phlegmatic Proclaim Savoring Exhausted Resurrected |
15-16 | What did dad do to correct bad manners at the dinner table?
Who was Mr. Isles? How did Aunt Anne catch Bill under the table? What did dad make all the children promise him after he watched the movie, Over the Hill to the Poor House? |
Immaculate
Ridiculous Furiously Insolent Exception Particularly |
17 | Why were Anne and Ernestine complaining about their clothing?
How did Ernestine react to Anne cutting her own hair? What did Anne and Ernestine do to make dad blush? Where did Anne get to go on her first date? Who was to go with her? |
Inscribed
Lamentable Protruded Emancipated Indignantly Impudent |
18 | How did the boys and girls react to dad being at the dances?
Who was Joe Scales? What did Ernestine keep hidden in a bureau drawer? What did Anne, Martha, Frank, Bill and Lillian intend to do to the cherry tree? |
Chaperone
Speculation Admonished Infiltration Inevitable Incredulous |
19 | How did dad find out he was dying?
What did dad write in a letter to Miss Myrtell Canavan? Where were all the children when they found out dad had died? What things changed after dad died? How did mother change following dad dying? |
Sacrifices
Efficiency Phrenology Cremation Intention Repose |
[edit] BUILD TOWARDS INDEPENDENT READING (Using text at 1st to 2nd grade reading level.)
Have the student read the Independent Reader steps aloud (or silently) and then answer each comprehension question. The text with a larger font is included in teacher materials. You can also cut the sentences apart and have students put them in order to retell the story.
Dad was a proud man.
He had an important job.
He taught businesses how to do jobs faster and better.
Dad was the leader of the Gilbreth family.
Mom and dad had a large family. They had 12 children.
Dad taught us how to do our jobs faster and better.
Dad called us all together to tell us things.
Sometimes he would give us surprises.
Dad loved his family.
Comprehension Questions:
Who is this passage about?
What was dad's job?
Did they have a small family or a large family?
How did dad feel?
READER OPTION (this step is optional for students who are learning to read independently): Sometimes we can read a new words by sounding out the letters. Let's try a few. I'll show you a word. Read it first and then match the word to the picture. (You may substitute words and pictures related to phonics skills your students are learning). | ||
Step | Teacher shows each word (do not read it) | Student Response |
1. | dad | Student reads "dad." If student needs help on these words, show how sound it out /d/ /a/ /d/. Match word to picture of dad. |
2. | job | Student reads "job." If student needs help on these words, show how sound it out /j/ /o/ /b/. Match word to picture of job. |
3. | mom | Student reads "mom." If student needs help on these words, show how sound it out /m/ /o/ /m/. Match word to picture of mom. |
GENERALIZATION ACROSS MATERIALS. Repeat this lesson using a poem instead of a story. Here are some poems and the responses you can use. The poems are provided in the student materials along with a response board.
Poem | "Wh" questions | Topic/ main idea/ theme | Context clues | Other ideas |
Read aloud this poem:
"Twelfth Song of Thunder." The Mountain Chant: A Navajo Ceremony.* |
What is the first stanza about? (thunder is loud)
What is the second stanza about? (grasshoppers chirping) What is the setting? (on land, in nature, near mountains. For a hint, refer to title, or highlight "mountain," "land," "dark clouds," and "plants.") |
Theme: Nature
What is this poem about? - The sounds of nature |
Figurative language
"The voice above, the voice of thunder, within the dark cloud." Let's figure out what thunder is. When do we hear thunder? (During a storm) Where does thunder come from? (the sky) What does thunder sound like? (booming) |
Use sound bites of thunder and grasshoppers chirping so that students can hear them.
Introduce imagery: How the poet uses words to help us picture in our heads what is going on in the poem. |
- Access the poem here: http://www.eduplace.com/ss/hmss/3/unit/act2.1blm.html
REAL LIFE READING. After completing a chapter in class, send a copy of the chapter and a list of comprehension questions with a response board home for homework practice. Also allow the student to review completed chapters during free time to encourage reading as a leisure pursuit. Students could practice charting jobs they do in school, including schoolwork completed. This will help build self-determination skills. New Jersey is the state mentioned in this story. This creates an opportunity for students to read their own state name or recognize it on a map.
[edit] Printable Materials
Unit 1 Middle Vocabulary & Acquisition LASSI pdf
Unit 1 Middle Vocabulary & Acquisition Skills Test pdf
Unit 1 Middle Vocabulary & Acquisition Progress Monitoring pdf
Unit 1 Middle Vocabulary & Acquisition Teacher Materials pdf