Beruflich Dokumente
Kultur Dokumente
& Vocabulary
2.RV.1 Use words, phrases, and strategies acquired through conversations, reading
and being read to, and responding to literature and nonfiction texts to build and apply
vocabulary.
2.RV.2.1 Use context clues (e.g., words and sentence clues) and text features (e.g.,
table of contents, headings) to determine the meanings of unknown words.
2.RV.2.2 Identify relationships among words, including common synonyms and anto-
nyms, and simple multiple meaning words (e.g., change, duck).
Paynter, D. E., Bodrova, E., & Doty, J. K. (2006).For the love of words: vocabulary in-
struction that works, grades K-6. San Francisco: Jossey-Bass.
Polacco, Patricia. (1998). Thank you, Mr. Falker. New York: Philomel Books.
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Thank You, Mr. Falker
! When youre finished with the book, you will take the
new words you learned from the book and apply them in
this chapter. Happy reading! (Hover over the picture for a
description of the book.)
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Thank You, Mr. Falker
Word List
longed bounded
stumbling dumb
3
Guessing Game
! By using context clues and what you already know, guess
the meaning behind each of the vocabulary words.
disability dierent
_________________________ _________________________
brilliant bounded
_________________________ _________________________
longed dumb
_________________________ _________________________
stumbling miracle
_________________________ _________________________
fault talented
_________________________ _________________________
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Defining the Words
! Learn each vocabulary word using the information
provided.Then, test yourself and come up with a synonym,
antonym and sentence for each word.
disability (n.)
physical/mental handicap
drawback, _______________________________________
ability, __________________________________________
sentence: _______________________________________
brilliant (adj.)
very smart
talented, ________________________________________
dumb, __________________________________________
sentence: _______________________________________
longed (v.)
to crave
aimed, __________________________________________
opposed, ________________________________________
sentence: ________________________________________
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stumbling (v.)
to trip
fall down, _______________________________________
stand tall, _______________________________________
sentence: _______________________________________
fault (n.)
to blame
weakness, ______________________________________
strength, _______________________________________
sentence: _______________________________________
different (v.)
not the same
offbeat, _________________________________________
similiar, _________________________________________
sentence: _______________________________________
bounded (v.)
limited
closed off, _______________________________________
free, ___________________________________________
sentence: _______________________________________
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dumb (n.)
unable to speak
speechless, _____________________________________
talkative, _______________________________________
sentence: _______________________________________
miracle (n.)
surprising event
marvel, _________________________________________
common, ________________________________________
sentence: _______________________________________
talented (v.)
gifted
skilled, _________________________________________
unskillful, _______________________________________
sentence: _______________________________________
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Describing Challenges
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Thank You, Mr. Falker Extra
Credit
What did Trishas grandpa put on her
book in the beginning of the story?
A. Honey
B. Syrup
C. Coee
D. Cottage Cheese
Check Answer
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Meet Emily Hillstone
Emily Hillstone is a second grader with a moderate learning disability. We
were able to identify her with dyslexia at the beginning of the school year and
have been taking measures to be sure she excels in class as best she can.
One of the things Emily struggles with the most is reading and
understanding concepts behind it. She has trouble forming thoughts in
response to literature. As a result, she now is accompanied by an aid to help
her read/read to her and with any other additional questions or problems she
may have. Also, she now is provided with modified worksheets and this
customized curriculum to help with her disability.
In the customized curriculum, I have provided her easy-to-understand
instructions to follow along with a book Emily can relate to making it easier to
comprehend. I have provided her with pages that are graphic and have less
writing in a larger font and more white space in comparison to the rest of the
class.
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https://media.mnn.com/assets/images/2017/03/young-boy-stressed-test.jpg.838x0_q80.j
pg
http://learningworksforkids.com/wp-content/uploads/gty_child_reading_dyslexia_thg_120
405_wg.jpg
https://images.penguinrandomhouse.com/cover/9780399257629
https://www.dyslexia.com/about-dyslexia/signs-of-dyslexia/test-for-dyslexia-37-signs/
https://goo.gl/images/ziKYrc
https://www.goodreads.com/book/show/216048.Thank_You_Mr_Falker
http://www.dictionary.com/
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2.RV.1 Use words, phrases, and strategies acquired through conversations, reading
and being read to, and responding to literature and nonfiction texts to build and
apply vocabulary.
In this curriculum book, we discussed Thank You, Mr. Falker as our reading
material. We used vocabulary from the book for the lessons in this book.
2.RV.2.1 Use context clues (e.g., words and sentence clues) and text features (e.g.,
table of contents, headings) to determine the meanings of unknown words.
They had to use the dictionary definition and information provided to come up
with synonyms and antonyms and a sentence for a word they did not already know.
This challenged them to think critically.
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