LESSON TWO: Community Ripple

                                       

LESSON DESCRIPTION

Students identify unfamiliar words and use decoding strategies to decode new vocabulary words while reading; they use a graphic organizer to check their understanding of concepts

 

GRADE-LEVEL EXPECTATIONS

R1C         Apply decoding strategies to independently problem solve unknown words when reading

R1E         Develop vocabulary through text using context clues

R1G         Develop and utilize comprehension strategies during reading

W3B       Complete a graphic organizer to identify important information from text

 

LESSON MATERIALS

§         Source of Literature

o           Social Studies text or supplemental nonfiction work on communities with glossary

 

§         Supplies 

o        Sticky notes

o        Overhead Projector and markers

 

§         Handouts provided

o        Community Ripple graphic organizer

o        Guess the Covered Word

 

§         Words to know

o        context clues

o        decoding strategies

o        graphic organizer

 

FORMATIVE ASSESSMENT 

Students decode and continue to develop new vocabulary using “Guess the Covered Word” activity relating to communities.

 

LEARNING ACTIVITIES

 

  1. Discuss characteristics of each community—urban, suburban, and rural. Talk about examples.

 

Questions

for

Students

What are some characteristics of a rural community? Urban community? Suburban community?

Which type of community do you live in? What specific characteristics help you know this?

If you could live in a different type of community, which would you choose? Why?

 

Idea  

Because many learners are visual learners, use pictures of different settings or objects being described. This is particularly important if the examples are things your students have not seen or have no prior knowledge of.

 

  1. Use your social studies text, or other supplemental nonfiction text, to teach your class about communities. Review how to use the glossary to find unknown or bold-faced words before beginning the text.  

 

  1. After introducing students to the text and how to use the glossary, students independently read the rest of the text. Give each student three sticky notes to use during reading to mark words or terms that are new to them, something interesting they have learned, or something they wonder about.  

Idea

 

Asking students to mark specific items as they read is often referred as coding. Establish set marks to be used as your students read this and future texts. For example: an exclamation point may be written to mark something new or interesting. A question mark could be used to help the student remember something they have questions about. For more information refer to Strategies That Work by Stephanie Harvey.

 

  1. After reading, students share with a partner what they marked on their sticky notes.

 

  1. Students complete the Community Ripple graphic organizer to check their understanding of the concepts of urban, rural, and suburban.

 

 


 

A Community of Responsible Citizens

 

Teacher text

 

 

“People who live or work near each other need to cooperate and learn how to form a safe, peaceful community. Some people live in rural communities surrounded by farms and open country. Some live in tall apartment buildings in urban communities. Still others live near a city and commute to work. These are called suburbs. You may be a member of several communities at the same time like your classroom, your school, and your neighborhood communities.

 

The people in a community are its citizens.