Robust Tier 2 Vocabulary Cards: Level 1 Congratulations on your purchase of the Really Good Stuff® Robust Tier 2 Vocabulary Cards: Level 1—a powerful tool for critical vocabulary instruction. Meeting Common Core State Standards The Really Good Stuff® Robust Tier 2 Vocabulary Cards aligns with the following English Language Arts Standards: Vocabulary Acquisition and Use L.2.4, L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. L.2.5, L3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.2.5 a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.3.5. b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships.
Managing the Robust Tier 2 Vocabulary Cards: Level 1 • Cut apart the sample Sentence Strips (see reproducible) and place them in alphabetical order. • Place the cards in alphabetical order, and store them with the Really Good Stuff® Teaching Guide and Sentence Strips in a bag. • Visit our Web site at www.reallygoodstuff.com to download Really Good Stuff® Teaching Guides. Introducing the Robust Tier 2 Vocabulary Cards: Level 1 Instruction geared toward Tier 2 words can be the most productive because these words are frequently encountered across a variety of domains and are critical to text comprehension. This vocabulary set gives students real-world context through photography, along with student-friendly definitions and lists of related words.
This Really Good Stuff® product includes: • 35 Robust Tier 2 Vocabulary Cards • This Really Good Stuff® Teaching Guide To read and understand complex text, students must be able to comprehend critical vocabulary. This set of Robust Tier 2 Vocabulary Cards features Tier 2 words, or general academic words that children will encounter across subject areas in their reading. Chosen because of their utility and complexity, these words are just a sampling of those needed for grades 2-3 and should be added and expanded upon. The strategies introduced here can be used for any explicit vocabulary instruction.
The back of the cards is divided into three sections that should be used to deepen the understanding of the target words: 1. A sample sentence related to the photo. 2. A personal connection question. 3. A Question – Reason – Example (QRE) section in which students must use critical thinking skills to demonstrate understanding of the target word. All teaching guides can be found online.
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Robust Tier 2 Vocabulary Cards: Level 1 If you choose to post the photo side of the Vocabulary Card on a wall, or find it cumbersome to look on the back during instruction, you can find all card-back information in the Robust Tier 2 Vocabulary Reproducible. How to Use the Robust Tier 2 Vocabulary Cards: Level 1 Introduce and teach Tier 2 vocabulary in a consistent, explicit way. Follow the steps below introducing one word per week. Day 1 1. Introduce the target word: Hold up the photo side of the Vocabulary Card and pronounce the target word. 2. Read the sample sentence on the back, and ask students what they think the word means. (If you opt to have students complete the sentence starter rather than use the sample sentence, continue to Step 3 and then have students complete the sentences. See page 3 for a complete list of the Sentence Starters.) 3. Give a brief explanation or definition of the word. 4. Talk about words that are related to the target word, and review the provided list on the front of the card. Call attention to words with a different part of speech, and talk about how that affects meaning. 5. Place the Vocabulary Card and its corresponding sample Sentence Strip in a pocket chart.
6. Have students record the word in a journal, along with their own definitions, related words, sentences, and illustrations. Day 2 7. Review the word, definition, and sentence from Day 1. 8. Ask the Personal Connection question on the back of the card. Give students time to answer aloud or have them partner up and take turns asking and answering the questions. 9. Check for understanding: Read the Question, Reason, and Example section (QRE) aloud to further explore the meaning of the target word. Have students generate additional examples and non-examples. Days 3-5 10. Post the target Vocabulary Card on a word wall to give students a constant visual, and use it to engage them in the following activities: • Have students generate synonyms of the target word and post them next to the target word. • Invite students to find and post additional images of the target word. • Task students to find the target word used in context (in a magazine, book, or newspaper) and to bring it in to share with classmates. • Challenge students to use the target word in their own writing and speech. Related Really Good Stuff® Products Robust Tier 2 Vocabulary Cards: Level 2 (#305750) Academic Vocabulary Journals (#305268) Academic Vocabulary: Grade 3 Language Arts Cards (#305201) Academic Vocabulary Language Arts Question Cards (#305520) Vocabulary Flip Chart (#305635)
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Robust Tier 2 Vocabulary Cards: Level 1 Sentence Starters Use these sentence starters to get students thinking about the target word and how it relates to the photo. Start the activity by having students complete the sentences in pairs or on their own. Have them read their sentences aloud, make illustrations, and post them on the wall alongside the target word.
1. Lily lost her ice cream by accident and was glad that… 2. The two boys agree to… 3. As soon as the family arrived at the island, they… 4. Although a few asteroids are shaped like spheres, most… 5. A sure way to get Miya’s attention is to… 6. When the pilot opened the valve, a huge blast of hot air and flame… 7. The dog bounded across the field and quickly… 8. Once you find the right tree and a sturdy branch, you can… 9. Alek hit the center of the target even though… 10. My dad worked all morning to clear the sidewalk after… 11. Sitting on the edge of the cliff and looking out over the valley made Omar feel… 12. When a bobcat corners a raccoon, the raccoon… 13. Young people crowded the room to… 14. When it’s foggy and damp, Lorena… 15. The workers demolished the old apartment building because… 16. As a natural enemy of the mouse, the cat stood ready to… 17. My sister needs to take out some of the excess clothes from her suitcase or… 18. Marcus did not realize how famous he had become until… 19. The giant waves from the tsunami flooded the city streets and made it impossible for people to… 20. In order to have fresh towels, my family… 21. Whenever my brother and I watch a movie that frightens us, he takes all the pillows and I… 22. The music suddenly harmed my sister’s ears, but I had only… 23. Because Ben was hasty in answering the questions, he… 24. During the hot, dry season, zebra herds travel miles to… 25. Although the island is small,… 26. Mariana felt lonely because… 27. As Nicholas waved his flags at the marching band in the parade, he thought about… 28. With such a plentiful selection of fruit and vegetables at the market, we could… 29. Through experiment, the chemist proved that… 30. Although she had eaten it the morning before, the little girl refused to… 31. Pablo showed great skill in front of the judges and was accepted into… 32. Walking on the beach, we found a pile of smooth white pebbles that looked like… 33. Every day Rick soils his clothes by… 34. That snail is so tiny that… 35. Living in a small village makes it possible to… Helping Teachers Make A Difference®
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Sentence Strip Reproducible
Lily lost her ice cream by accident and was glad that it was no one’s fault. The two boys agree to take turns riding the horse at the farm. As soon as the family arrived at the island, they grabbed their bags and quickly headed for the shore. Although a few asteroids are shaped liked spheres, most are irregularly shaped and have craters. A sure way to get Miya’s attention is to read to her in a funny voice and show her colorful illustrations. When the pilot opened the valve, a huge blast of hot air and flame lifted the balloon, and off we went. 4 Helping Teachers Make A Difference®
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Sentence Strip Reproducible
The dog bounded across the field and quickly caught up with his owner. Once you find the right tree and a sturdy branch, you can make a fun swing using a tire and some rope. Alek hit the center of the target even though it was only his second time at the archery range. My dad worked all morning to clear the sidewalk after the powerful blizzard. Sitting on the edge of the cliff and looking out over the valley made Omar feel as if he were on top of the world. When a bobcat corners a raccoon, the raccoon reacts aggressively, using its sharp claws and teeth to defend itself. Helping Teachers Make A Difference®
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Sentence Strip Reproducible
Young people crowded the room to cheer on their favorite singer in the competition. When it’s foggy and damp, Lorena wears boots and a long coat to cross the bridge. The workers demolished the old apartment building because it was no longer safe. As a natural enemy of the mouse, the cat stood ready to pounce at any moment. My sister needs to take out some of the excess clothes from her suitcase or get a bigger suitcase. Marcus did not realize how famous he had become until he saw the long line of kids waiting for his autograph. 6 Helping Teachers Make A Difference®
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Sentence Strip Reproducible
The giant waves from the tsunami flooded the city streets and made it impossible for people to go to work or school. In order to have fresh towels, my family washes them in warm water and hangs them on our clothesline. Whenever my brother and I watch a movie that frightens us, he takes all the pillows and I hide behind the couch. The music suddenly harmed my sister’s ears, but I had only turned up the volume a little bit. Because Ben was hasty in answering the questions, he made lots of mistakes and had to stay after school. During the hot, dry season, zebra herds travel miles to find new water holes and grass. Helping Teachers Make A Difference®
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Sentence Strip Reproducible
Although the island is small, many different species of birds and fish live on it and around it. Mariana felt lonely because her closest friend was away at camp and she missed her. As Nicholas waved his flags at the marching band in the parade, he thought about how one day he would like to play the trumpet. With such a plentiful selection of fruit and vegetables at the market, we could buy all the food for our party. Through experiment, the chemist proved that his hypothesis was correct. Although she had eaten it the morning before, the little girl refused to take a bite of the oatmeal. 8 Helping Teachers Make A Difference®
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Sentence Strip Reproducible
Pablo showed great skill in front of the judges and was accepted into the dance program. Walking on the beach, we found a pile of smooth white pebbles that looked like eggs. Every day Rick soils his clothes by working on engines and repairing cars. That snail is so tiny that it must take an entire hour for it to cross the path. Living in a small village makes it possible to walk everywhere and know all your neighbors.
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Robust Tier 2 Vocabulary Reproducible
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© 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in China #305630
Robust Tier 2 Vocabulary Reproducible
Helping Teachers Make A Difference®
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Robust Tier 2 Vocabulary Reproducible
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