Building academic language
- Use visuals and/or sentences as you define each vocabulary word and allow students to discuss how the visual relates to the new word.
- Post the other Frayer Models around the room and remind students of how to complete the models.
- Conduct a carousel activity by separating the students into groups of three or four students of mixed abilities/EL levels and ask them to rotate from one Frayer Model to another. Each group will have their own colored pencil to add thoughts and notes about the tiered vocabulary words.
- Separate students into groups with a completed Frayer Model and have them answer questions aloud about the word. For example: What does the word mean?
- Have students use sentence frames for support in their oral discussion.
- Allow students to create and share aloud their own sentences with the new vocabulary words. For example: "Rural communities often contain farms."
- Distribute the Three Types of Communities worksheet, read the directions to the students, and ask a volunteer to repeat the instructions back to you.
- Read the first sentence. Ask a volunteer to reread the sentence and have students pick out the unfamiliar words or phrases.
- Think aloud to model analyzing the sentence, using the below questions. Have students underline words in the first sentence that are clues.
- Which type of community is this?
- How do we know?
- Have students work independently on the second sentence.
- Choose non-volunteers to share their answers and ask students to correct their answers as necessary.
- Have students work with partners on the rest of the sentences. They should alternate between reading sentences aloud and analyzing.
- Provide sentence stems and frames for students to share with partners as they work. For example: This community is ____ because ____.