Lesson 1: Identifying Missing Words
I Can't Get My Turtle To Move
- Learning Goal
- Use pictures and context clues to draw conclusions about a missing word.
- Approximately 50 minutes
- Necessary Materials
- Provided: Independent Practice Worksheet
Not Provided: Sticky notes or paper to cover words in book, I Can’t Get My Turtle To Move by Elizabeth Lee O’Donnell
will begin reading I Can’t Get My Turtle to Move by Elizabeth Lee O’Donnell and will model identifying covered words in the book by looking at the pictures and the rest of the text. On page 9, I will consider the covered word “turtle” in the sentence, “I can’t get my turtle to move.” I will model my thinking around two possible word choices, “turtle” and “run.” I will say that “run” would not make sense in this sentence because it is an action. On page 11, I will consider the covered word “move” in the sentence, “I can’t get my turtle to move.” I will model my thinking around two possible word choices, “move” and “eat.” I will say “eat” would not be the right choice because it doesn’t fit with the meaning of the story. The story so far has been about a girl trying to get her turtle to move. I will continue to model my thinking around identifying covered words, stopping at page 13.
Ask: "How did I figure out words in the text that I did not know?" Students should respond that you looked at the pictures, read the rest of the sentence, and thought about what was happening in the rest of the book to help you decide which words would make sense.
will finish reading I Can’t Get My Turtle to Move and identify the covered words in the remainder of the book. We will consider two possible choices for each missing word. For example, on page 16 we will stop at the covered word “butterflies.” We will consider two possible word choices, “butterflies” and “insects.” Either choice makes sense in the sentence, but after looking at the picture, the word “butterflies” is the best choice.
will identify the missing words in the sentence by looking at the picture and the rest of the text. (Independent Practice Worksheet is provided.) Note: You will need to cover the following words before the lesson: turtle (page 9), move (page 11), yarn (page 12), four (page 15), butterflies (page 16), can’t (page 17), leaf (page 18), move (page 20), fence (page 23), turtle (page 25), rabbits (page 26), and move (page 30).
Build Student Vocabulary nibbling
|Tier 2 Word: nibbling|
|Contextualize the word as it is used in the story||Ten rabbits were nibbling lettuce leaves.|
|Explain the meaning student-friendly definition)||Nibbling means taking very small bites. The rabbits were nibbling lettuce leaves. They were taking small bites of the lettuce.|
|Students repeat the word||Say the word nibbling with me: nibbling.|
|Teacher gives examples of the word in other contexts||When I do not like what we are having for dinner, I nibble at the food. I saw a mouse nibbling on a piece of cheese|
|Students provide examples||What do you like to nibble? Start by saying, “I like to nibble __________”|
|Students repeat the word again.||What word are we talking about? nibbling|
|Additional Vocabulary Words||tangled, threading|
After finishing the book, explain that turtles hide in their shells when they are frightened of predators. All turtles have shells, though they are all different. Some turtle shells have flaps that close, like doors, so the turtle is not vulnerable to attack. Box turtles are an example of turtles with flaps that close them in. Other turtles are not totally covered by their shells, like snapping turtles. Warn students that one important fact to know about turtles is that you cannot take off their shell. A turtle's shell is connected to their skeleton.
Texts & Materials
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