Page 51 - ELD_NT_MiddleSchool_Sampler

ACTIVITY 1.2
continued
Vocabulary Practice
Use the definitions in the Vocabulary Preview or a dictionary to support your work. Practice 1. Draw a line to connect each vocabulary word to a word with a similar meaning.
Academic Vocabulary Word
Word with Similar Meaning
boardwalk
jumping
jamming
uproar
splintered
waded
commotion
twirling
swirling
walkway
sloshed
squeezing
vaulting
broken
Practice 2. Complete each sentence, paying attention to the bold vocabulary word.
1. The building was on fire, so we formed a bucket brigade in order to put the fire out.
2. The neighbors really made a din when they 3. If you knock over a bottle of water
4. She saw hot lava
tore down their garage.
, you will want to right it quickly.
pouring over the rim of the volcano.
Practice 3. The words sinkhole and crater have similar meanings. Fill in the diagram to tell how the two words are similar and different.
sinkhole both crater
caused by water hole in the ground caused by many things
96 SpringBoard® English Language Development Grade 7
TCB_SE_G7_U3_P1.indd 96
21/04/15
6:41 PM
aCTiviTy 1.2 continued
7 As students work, walk around the classroom checking for understanding and answering questions. Then have students share out their responses. Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interact in Meaningful Ways skill: Reading/Viewing Closely.
Emerging: Are students able to identify multiple meanings of the word and use them in original sentences?
Student example: Jose’s wooden bat splintered when he hit the fastball. I got a splinter in my toe.
Expanding: Are students able to identify multiple meanings of two words and use them in original sentences?
Student example: To stop the leak, we jammed anything we could find into the hole. I put strawberry jam on my toast.
Bridging: Are students able to identify the multiple meanings of two less common words and use them in original sentences?
Student example: The din was so loud we couldn’t hear ourselves speak. We dinned the vocabulary into our heads until we knew it by heart.
adapt
If students need additional help understanding the meaning of the words, try this activity: Invite students to pantomime the meaning of any difficult words. For example, if students have difficulty with the word jamming, encourage students to crowd together to try to get through a doorway at the same time.
Using Foundational Literacy Skills
Some students may encounter challenges with word order. In Spanish, verbs often precede the subject. In Korean, the verb comes at the end of a sentence. If you notice your students confusing word order, rewrite the sentences using conventional English.
students to think of a sentence using each meaning for the word. Provide a sentence frame or model sentence and allow time for students to craft an original sentence. Then call on a student to read his or her sentence aloud.
6 Distribute a copy of the Multiple Meaning Words Graphic Organizer to each student. Form students into homogenous pairs. Appoint one student the reader and the other the writer. Have students who are Emerging work together on the word splintered and complete the graphic organizer. Students at the Expanding level can complete their graphic organizer for the words jammed and rim. Students at the Bridging level can work on the words din (noun) and commotion. Provide dictionaries for student use.
Unit 3 • Choices and Consequences • Part 1: Tangerine 147
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.