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V oCabulary d eVelopmenT Æ Introduce vocabulary by providing a description, explanation, or example of all the words presented in the vocabulary section and any additional vocabulary you may wish to discuss prior to the reading activities. Consider using pictures, sketches, and/or pantomime to explain the meaning of a word. You may also tell a story to integrate some of the terms. Æ Make sure students understand all the vocabulary needed to complete the activities (e.g., acento , vocal ) and instruction words, such as une , completa , escoge , contesta . Æ Write the words también and autobús on the board. Ask students what they notice is the same about those words. Elicit that the last syllable in each has an accent mark. Explain that the accent mark is used to emphasize the pronunciation of some vowels in some words. Break the words up into syllables and have students practice clapping them out as they read along with you, emphasizing the accented vowels. Then blend the syllables into the words and have students repeat. Æ Divide the class into pairs. Assign each pair a vocabulary word to define in their own words. Then distribute dictionaries to pairs and have them look up their words. Be sure to model how to use the dictionary and clarify the different parts of speech that may be listed in the dictionary, so students find the proper usage for the story. Have students compare their own definitions to the ones found in the dictionary and share the information with the class. Æ Play a game of “ draw a picture ." Divide the class into two teams. Choose a student from Team A to come up to the board. Secretly give the student a word to illustrate and have him or her draw a picture on the board for the rest of the team to guess. Time their turn, and if time runs out before the first team guesses what the word is, allow the other team to guess. Repeat with Team B. The team with the most points wins. Æ Write each vocabulary word on a notecard. Distribute the cards to students, then pair students up and have them determine how their words could relate to each other. Have them create a sentence using their words, such as Las gallinas viven en el campo . (The hens live on the countryside.) Have students read their sentences to the class and have the rest of the students analyze the relationships in the presented sentences. 61 Elcampoy laciudad CCSSGrade 1Book_v3.indb 61 5/03/14 12:43 Vocabulary Vocabulary lesson helps teachers constantly build students’ ability to access more complex texts across the content areas. Lessons include Tier 2 and Tier 3 Vocabulary: Tier 2 Core Vocabulary: High-frequency/ multiple-meaning words Tier 3 Academic Vocabulary: Low- frequency, context-specific vocabulary The Vocabulary Development section, based on Marzano’s Six Steps for Teaching Vocabulary, focuses on identifying new vocabulary, asking students to restate descriptions, explain terms in their own words, discuss vocabulary with one another, and play games with the words. I nstructional F ocus : Academic Vocabulary Lessons include vocabulary development activities to help students apply the new terms learned and help teachers gauge student understanding.