LESSON SIX: Food Poems and Base Words

                             

LESSON DESCRIPTION

Students use a graphic organizer to aid them in developing vocabulary using base words.

 

GRADE-LEVEL EXPECTATIONS

R1E         Develop vocabulary through text using base words and classroom resources.

 

LESSON MATERIALS

§         Source of Literature

 

§         Supplies 

o        What’s My Base Word Grids overhead transparency

o        Overhead projector and markers

o        Food poem website- www.wordcentral.com – other sites listed in Lesson Two

 

§         Handouts provided

o        What’s My Base Word Grid

 

§         Words to know

o        base word

o        graphic organizer

 

FORMATIVE ASSESSMENT 

Students complete what’s My Base Word Organizer independent practice.            Assessment            Scoring Guide

 

LEARNING ACTIVITIES

 

  1. Talk with students about new words learned from the story What Happens to a Hamburger? Use these words to begin or add to your class Word Wall. As each word is added, discuss its meaning. Draw a simple image next to each word to aid in memory of both the word and definition.

 

Question

for

students

What new words did you learn from the text?

Why do you think you remembered that word?

What picture would help us remember what this word means?

Do you have a picture in your mind of new words as you learn them?

 

Idea

A word wall can be made by simply covering a bulletin board or section of wall with butcher paper. As new/interesting words are found in texts talk about what they mean and add to the paper. Some teachers choose to divide the paper into grids and put words in alphabetical order. To learn more about research and theory on vocabulary, refer to Classroom Instruction That Works Chapter 11.

 

  1. Use an overhead to show the students the What’s My Base Word? Guided Practice Sheet. Share that most of these words also came from the book What Happens to a Hamburger? Look at one section at a time and have the students identify what ending was added to that group of words. Underline the base words.

 

Strategy

If working with base words is new to your students, you may want to spend time reviewing very simple endings before going on to more complex endings (such as-change y to i and add es, double final consonant, etc.)

 

Questions

for

Students 

What is the base word?

What was added to each base word?

Did anything have to be changed before the ending was added?

Can you find a word with an ed ending as you read?

Where would this word go on our grid?

How can knowing how to add beginnings and endings to base words help you as a writer?

 

  1. Give each student a copy of What’s My Base Word? Independent Practice Sheet and an appropriate grade level text of a simple poem about food or nutrition. Work with them to read through the beginning of the text looking for words with suffixes. As a word is found, enter it into the grid (i.e., all ed endings together, all-ly endings together, etc.) You may choose to have students narrow the search to specific endings you are working on. It is helpful to label the endings on the grid before independent practice.

 

Idea

The grid could also be enlarged to poster size to keep and add to as new texts are read. If this format is new to your students, be sure to bring the group back together to review and compile a master list. It is easy for primary students to confuse base words with compounds, contractions, etc.

 

Idea

Many food poems can be found online by doing a general search. You may also consider using Jack Prelutsky’s A Pizza the Size of the Sun or a poem from 101 Science Poems and Songs for Young Learners.