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1 Center for the Collaborative ClassroomMaking Meaning vocabulary SAMPLE Lessons, Grade 3 Explore the new digital resources at EDITIONCCC Collaborative Literacy3 GRADEV ocabulary Teaching Guide | Volume 2 SAMPLE LESSONM aking Meaning vocabulary SAMPLE Lessons, Grade 3 Center for the Collaborative classroom Making Meaning vocabulary Teaching Guide, Grade 3 RESOURCESRead-aloud Origami: The Art of Japanese Paper Folding (see pages 428 429)More Strategy Practice Review the Suffix -ful and Discuss Painful and Delightful Play Use the Clues Assessment Resource Book Week 20 vocabulary assessmentsWeek 20 Online ResourcesVisit the CCC Learning Hub ( ) to find your online resources for this Activities WA1 WA10 Assessment Forms Class vocabulary Assessment Record sheet (CA1) Individual vocabulary Assessment.

2 Word Check 5 answer sheet (IA1) Individual vocabulary Assessment Student Record sheet (SR1) Individual vocabulary Assessment Class Record sheet (CR1) (Optional) Student Self-assessment response sheet (SA1)Reproducibles Week 20 family letter (BLM1) (Optional) Week 20 Word Cards (BLM2) (Optional) Week 20 Crossword Puzzle (BLM3)Making Meaning vocabulary SAMPLE Lessons, Grade 3 Center for the Collaborative classroom 20 409 Words Taughtgracefulspectacularoriginalachieve challengedeterminationWords Reviewedconvenientdurableintenserefreshi ngsecureWord-learning Strategies Using the suffix -ful to determine word meanings (review) Using context to determine word meanings (review) vocabulary Focus Students learn and use six words from the article. Students review the suffix -ful.

3 Students review using context to determine word meanings. Students review words learned earlier. Students build their speaking and listening Development Focus Students work in a responsible way. Students develop the skill of contributing ideas that are different from their partners AHEAD (Optional) Prior to Day 1, review the more strategy practice activity Review the Suffix -ful and Discuss Painful and Delightful on page 415. (Optional) Prior to Day 3, review the more strategy practice activity Play Use the Clues on page (continues)Making Meaning vocabulary SAMPLE Lessons, Grade 3 Center for the Collaborative classroom AHEAD (continued)410 Making Meaning vocabulary Teaching Guide, Grade 3 Prior to Day 4, visit the CCC Learning Hub ( ) to access and print this week s family letter (BLM1).

4 Make enough copies to send one letter home with each student. Prior to Day 5, make a copy of the Class vocabulary Assessment Record sheet (CA1); see page 188 of the Assessment Resource Book. Prior to Day 5, make a class set of the Individual vocabulary Assessment: Word Check 5 answer sheet (IA1); see page 192 of the Assessment Resource Book. Make enough copies for each student to have one; set aside a reference copy for yourself. (Optional) Prior to Day 5, make a master copy of the Student Self-assessment response sheet (SA1); see page 195 of the Assessment Resource Book. Write the words you have chosen to be assessed on the master copy. Then make enough copies for each student to have one. (Optional) Visit the CCC Learning Hub ( ) to access and print the following materials: Week 20 Word Cards (BLM2) and Week 20 Crossword Puzzle (BLM3).

5 These materials can be used to provide your students with more opportunities to review the Meaning vocabulary SAMPLE Lessons, Grade 3 Center for the Collaborative classroom 20 ODay 1 411In this LESSON , the students: Learn and use the words graceful, spectacular, and original Review the suffix -ful Build their speaking and listening skills Work in a responsible wayWords Taughtgraceful (p. 428)Graceful means moving in a smooth and beautiful way. spectacular (p. 428)Spectacular means amazing to look at. original (p. 429)Original means completely new and different. If something is original, it is not like anything AND USE GRACEFUL1 Introduce and Define Graceful and Review the Suffix -fulBriefly review Origami: The Art of Japanese Paper Folding. Read the first sentence of the article aloud, emphasizing the word graceful: Could you fold a square of paper into a graceful fish or a long-stemmed flower?

6 Tell the students that graceful means moving in a smooth and beautiful way. Explain that fish are often the subject of origami artists because they are colorful creatures and graceful swimmers. They move through the water in a smooth and beautiful way. Ask the students to picture in their mind a fish swimming gracefully through the that many other animals are graceful, and name some graceful animals (for example, dolphins, deer, horses, cats, and eagles). Explain that many people are also graceful, including dancers, ice-skaters, and athletes such as runners and word card 115 ( WA1) and have students say the word Origami: The Art of Japanese Paper Folding (see pages 428 429) Word card 115 (WA1) Word card 116 (WA2) Word card 117 (WA3)Introduce Graceful, Spectacular, and OriginalDay 1 Making Meaning vocabulary SAMPLE Lessons, Grade 3 Center for the Collaborative classroom Making Meaning vocabulary Teaching Guide, Grade 3 Point to the word grace in graceful and explain that grace means smoothness and beauty of movement.

7 Point to the suffix -ful and review that -ful is a suffix that means full of. Explain that graceful means full of grace or full of smoothness and beauty of movement. 2 Play Graceful or Not Graceful? Remind the students that some animals and people are graceful, and explain that other animals and people are not graceful. They are clumsy; they move in a way that is not smooth and the students that partners will play Graceful or Not Graceful? Explain that you will describe an animal or person and partners will discuss whether or not the animal or person is graceful and why they think by asking:Q A chicken walking across a barnyard: graceful or not graceful? Why? [Click 1 on WA1 to reveal the first prompt.] Turn to your 1: The chicken [is/is not] graceful because ..1 2 3 4gracefulPROMPT 1: The chicken [is/is not] graceful because.

8 After partners have talked, have a few volunteers use the prompt to share their thinking with the the same procedure, discuss:Q A leopard running smoothly and beautifully across a plain: graceful or not graceful? Why? [Click 2 to reveal the next prompt.] Turn to your 2: The leopard [is/is not] graceful because .. Teacher NoteYou may want to remind the students that they discussed the suffix -ful when they learned the words doubtful ( full of doubt or uncertainty ), joyful ( full of joy ), and sorrowful ( full of sorrow or very sad ). EELL NoteYou or a student might act out how a chicken Meaning vocabulary SAMPLE Lessons, Grade 3 Center for the Collaborative classroom 20 ODay 1 413Q A skateboarder rolling swiftly and steadily down the sidewalk: graceful or not graceful?

9 Why? [Click 3 to reveal the next prompt.] Turn to your 3: The skateboarder [is/is not] graceful because .. Q A skateboarder wobbling from side to side as she bounces down the sidewalk: graceful or not graceful? Why? [Click 4 to reveal the next prompt.] Turn to your 4: The wobbling skateboarder [is/is not] graceful because .. Point to the word graceful and review the pronunciation and meaning of the AND USE SPECTACULAR3 Introduce and Define SpectacularRead this sentence from the first paragraph of the article aloud, emphasizing the word spectacular: In origami, a simple sheet of paper can become a spectacular piece of art. Explain that spectacular means amazing to look at. Explain that some origami objects are spectacular. Remind the students that artists have made origami sailboats and butterflies.

10 Explain that origami objects like these would be spectacular, or amazing to look that something can be fun or interesting to look at but not be spectacular. For example, watching a single sparkler burn on the Fourth of July might be fun or interesting, but it is not spectacular, or amazing. Explain that seeing a gigantic explosion of colorful fireworks in the sky would be word card 116 ( WA2) and have the students say the word Play Spectacular or Not Spectacular? Explain that partners will play Spectacular or Not Spectacular? You will describe something and partners will discuss whether or not it is spectacular and by saying:Q An immense orca leaps out of the water right next to your boat: spectacular or not spectacular? Why? [Click 1 on WA2 to reveal the first prompt.]