words we live by - lesson(1)

7/25/2019 Words We Live by - Lesson(1)

http://slidepdf.com/reader/full/words-we-live-by-lesson1 1/18

Linda R. Monk, Words We Live By: Your Annotated Guide to the Constitution - Grade 8

Originally published in New York: Hyperion, !!".

Learning Ob#e$%i&e: The goal of this one to two day exemplar is to give students the opportunity to observe the dynamic

nature of the Constitution through the close reading and writing habits they’ve been practicing. By reading and re-reading

the passage closely, and focusing their reading through a series of

uestions and discussion about the text, students willexplore the uestions !on" raises and perhaps even pursue additional avenues of inuiry. #hen

combined with writing

about the passage, not only will students form a deeper appreciation of !on"’s argument and the value of struggling with

complex

text, but of the $reamble of the Constitution itself.

Reading 'ask : Re-reading is deliberately built into the instructional unit. Students will silently read the passage in question on a given day— frst independently and then ollowing along with the text as the teacherand/or sillul students read aloud. !epending on the di"iculties o a given text and the teacher#s nowledgeo the $uency abilities o students% the order o the student silent read and the teacher reading aloud withstudents ollowing &ight be reversed. 'hat is i&portant is to allow all students to interact with challenging

text on their own as requently and independently as possible. Students will then re-read specifc passages inresponse to a set o concise% text-dependent questions that co&pel the& to exa&ine the &eaning andstructure o (on#s argu&ent.

(o$abulary 'ask : (ost o the &eanings o words in this selection can be discovered ro& careul reading othe context in which they appear. 'here it is )udged this is not possible% un d e rl i ne d words are defned brie$yor students in a separate colu&n whenever the original text is reproduced. *t ti&es% this is all the supportthese words need. *t other ti&es% particularly with abstract words% teachers will need to spend &ore ti&eexplaining and discussing these words. +eachers can use discussions to &odel and reinorce how to learn vocabulary ro& contextual clues. Students &ust be held accountable or engaging in this practice. ,naddition% or subsequent readings% high value acade&ic +ier +wo# words have been bolded to draw

attention to the&. 0iven how crucial vocabulary nowledge is to students# acade&ic and career success% it isessential that these high value words be discussed and lingered over during the instructional sequence.

)en%en$e )yn%a* 'ask : 1n occasion students will encounter particularly di2cult sentences to decode. +eachersshould engage in a close exa&ination o such sentences to help students discover how they are built and how theyconvey &eaning. 'hile &any questions addressing i&portant aspects o the text double as questions about syntax%students should receive regular supported practice in deciphering co&plex sentences. ,t is crucial that the help theyreceive in unpacing text co&plexity ocuses both on the precise &eaning o what the author is saying and why theauthor &ight have constructed the sentence in this particular ashion. +hat practice will in turn support students#ability to unpac &eaning ro& syntactically co&plex sentences they encounter in uture reading.

+is$ussion 'ask : Students will discuss the passage in depth with their teacher and their class&ates% peror&ing activities that result in a close reading o (on#s text. +he goal is to oster student confdence

achievethecore.og



when encountering co&plex text and to reinorce the sills they have

acquired regarding how to build and extend their understanding o atext. * general principle is to always re-read the portion o text



that provides evidence or the question under discussion. +his gives students another encounter with thetext% reinorces the use o text evidence% and helps develop $uency.

ri%ing 'ask : Students will paraphrase +hurgood (arshall#s quote and then write an explanation o (on#s textin response to one o three pro&pts. +eachers &ight a"ord students the opportunity to rewrite their explanationor revise their in-class paraphrase ater participating in classroo& discussion% allowing the& to reashion boththeir understanding o the text and their expression o that understanding.

'e*% )ele$%ion: This selection, ta"en from %ppendix B of the CC&&, while brief, allows for an in-depth investigation into

three of the most highly charged words in the Constitution and o'ers a capsule history of the dramatic and sweeping

changes to how the phrase (#e the $eople) has been interpreted over the years. *ich both in meaning and vocabulary, not

only does the excerpt from !on"’s text validate the close reading approach, but it also presents a focused and concise

opportunity that students in both +% and history classrooms will nd engaging.

Ou%line o Lesson lan: This lesson can be delivered in one or two days of instruction and reflection on the part of

students and their teacher, with the possibility of adding additional days of instruction see %ppendix %/ or an additional

day devoted to peer review and revision of the culminating writing

assignment.

)%andards /o&ered: The following Common Core &tate &tandards are the focus of this exemplar: *0.1.2, *0.1.3, *0.1.4,

*0.1.5, *0.1.67 #.1.3, #.1.8, #.1.97 &.1.2, .1.8



'he 'e*%: Monk, Linda R. Words We Live By: Your Annotated Guide tothe Constitution

0*e1plar 'e*% (o$abulary

2ro1 3The Preamble: e %he eople4

The rst three words of the Constitution are the most important. Theyclearly statethat the peoplenot the "ing, not the le g isla ture , not the courtsare

the true rulers in%merican government. This prin$iple is "nown as popularso&ereign%y.But who are (#e the $eople); This uestion troubled the nation forcenturies. %s ucy &tone, one of %merica’s rst ad&o$a%es forwomen’s rights, as"ed in 2154, (<#e the $eople’; #hich <#e the$eople’; The women were not included.) =either were white maleswho did not own property, %merican 0ndians, or %frican %mericans

slave or

free. >ustice Thurgood !arshall, the rst %frican %merican onthe &upreme Court,

described the li1i%a%ion:for a sense of the e&ol&ing nature of the constitution,we need loo" no further than the rst three words of thedocument’s preamble: <we the people.’ when thefounding fathers used this phrase in 2?1?, they did nothave in mind the ma@ority of %merica’s citiAens . . . themen who gathered in $hiladelphia in 2?1? could not...have imagined, nor would

they have accepted, that thedocument they were dra%ing would one

day bec o n s tr ue d by a &upreme Court to which had been

appoin%ed a

woman and the des$endan% of an %fricanslave.

Through the % men d me n t process, more and more %mericans wereeventually included in the Constitution’s definition of (#e the

)

3lected body that createslaws

interpreted

or&al change to alegal contract

&e&bership in a stateor nation with rights%

privileges% and duties

Used by permission of Hyperion Publishing.



+ay One: 5ns%ru$%ional 0*e1plar or Monk6s Words We Live By )u11ary o 7$%i&i%ies2. Teacher introduces the day’s passage with minimal commentary and students read it independently 5 minutes/3. Teacher then reads the passage out loud to the class and students follow along in the text 5 minutes/4. Teacher as"s the class a small set of guiding uestions and tas"s about the passage in uestion 8 minutes/8. Teacher assigns homewor" that as"s students to write an analysis of !on"’s passage.

'e*% under +is$ussion +ire$%ions or 'ea$hersGuiding

The rst three words of the Constitution are the mostimportant. They

clearly state that the peoplenot the"ing, not the le g isla ture , not the

courtsare the truerulers in %merican government. This prin$iple is"nown as popular so&ereign%y.But who are (#e the $eople); This uestion troubled thenation for centuries. %s ucy &tone, one of %merica’s rstad&o$a%es for women’s rights, as"ed in 2154, (<#e the$eople’; #hich <#e the $eople’; The

women were notincluded.) =either were white males who did not own

property, %merican 0ndians, or %frican %mericansslaveor free. >ustice Thurgood !arshall, the rst %frican%merican on the &upreme Court, described theli1i%a%ion:

for a sense of the e&ol&ing nature of the constitution,weneed loo" no further than the rst three wordsof the

document’s preamble: <we the people.’when the founding fathers used this phrase in2?1?, they did not have in mind the ma@ority of

%merica’s citiAens . . . the men whogathered in $hiladelphia in 2?1? could not...have imagined, nor would they have accepted,that the document they were dra%ing wouldone day be c o n s tr ue d by a &upreme

Court towhich had been appoin%ed a woman and the

des$endan% of an %frican slave. Through the % men d me n t process, more and more%mericans were eventually included in the Constitution’s

( )

3lectedbody that createslaws

interpreted

or&al changeto a legalcontract

&e&bership in astate or nationwith rights%

. 5n%rodu$e %he %e*% and s%uden%s readindependen%ly

ther than giving the briefdefinitions offered to words students wouldli"ely not be able to define from contextunderlined in the text/, avoid giving anybac"ground context or instructional guidanceat the outset of the lesson while students arereading the text silently. This close readingapproach forces students to rely exclusively

on the text instead of privileging bac"ground"nowledge and levels the playing field for allstudents as they see" to comprehend !on"’sargument. 0t is critical to cultivatingindependence and creating a culture of closereading that students initially grapple withrich texts li"e !on"’s passage without the aidof prefatory material, extensive notes, or eventeacher explanations.

. Read %he passage ou% loud as

s%uden%s ollow along %s"ing students tolisten to 'ords 'e 4ive 5y exposesstudents a second time to the content andstructure of her argument before they begin their own close

reading of the text. &pea"ing clearly and carefully willallow students to follow the shape of !on"’sargument, and reading out loud with students



'e*% under +is$ussion +ire$%ions or 'ea$hersGuiding 9ues%ions 2or

The first three words of theConstitution are the most important. They clearly state that the peoplenotthe "ing, not the legislature, not the

courtsare the true rulers in %mericangovernment. This prin$iple is "nownas popular so&ereign%y.

But who are (#e the $eople); Thisuestion troubled the nation forcenturies. %s ucy &tone, one of%merica’s rst ad&o$a%es for women’srights, as"ed in 2154, (<#e the $eople’;#hich <#e the $eople’; The women werenot included.) =either were white maleswho did not own property, %merican

0ndians, or %frican %mericansslave orfree.

3lectedbodythat creates

laws

". 7sk %he $lass %o answer a s1all se% o %e*%-dependen%guided ;ues%ionsand peror1 %arge%ed %asks abou% %he passage, wi%hanswers in %he or1 o no%es, anno%a%ions %o %he %e*%,or 1ore or1al responses as appropria%e.

%s students move through these uestions, and re-read

!on"’s text, besure to chec" for and reinforce their understanding ofacademic vocabulary in the corresponding text whichwill be bolda$ed the first time it appears in the text/.%t times, the uestions may focus on academicvocabulary.

<9= ha% is <and isn6%= %he 1eaning o 3popularso&ereign%y4> hy does Monk $lai1 %ha% %his is %heor1 o go&ern1en% in 71eri$a>

These are fairly straightforward uestions for students to

answer butmust be grasped to understand the remainder of !on"’sanalysis. The second uestion reuires students to inferthat the rst three words of the Constitution refer to thedoctrine of popular sovereignty, and perceptive studentswill be able to connect the title of the chapter andDor theopening of the second paragraph to the Constitution’s$reamble.

<9= 5s Lu$y )%one $onused when she asks 3hi$h?e %he eople6>4 hy does Monk say %his ;ues%ionhas 3%roubled %he na%ion4>

&tudents need to be able to discern that &tone is notconfused but rather critical of the seemingly all-embracingphrase (#e the $eople) when loo"ed at in the light of%merica’s history. 0t is this history that !on" says is(troubled). Then it is revealed that the (true rulers in%merican Eovernment) did not include women, =ative%mericans, free blac"s, enslaved %frican-%mericans, oreven white males who did not own property. &tudentsshould be able to deduce that those with the vote were



'e*% under +is$ussion +ire$%ions or 'ea$hersGuiding 9ues%ions 2or

>ustice Thurgood !arshall, the first %frican%merican on the &upreme Court, described the

li1i%a%ion:

for a sense of the e&ol&ing nature of theconstitution, we need loo" no furtherthan the rst three words of thedocument’s preamble: <we the people.’when the founding fathers used thisphrase in 2?1?, they did not have inmind the ma@ority of %merica’scitiAens . . . the men who gathered in$hiladelphia in 2?1? could not... have

imagined, nor would they haveaccepted, that the document they weredra%ing would one day be construed bya &upreme Court to which had beenappoin%ed a woman and thedes$endan% of an %frican slave.

interpret ed

<9"= ha% does %he phrase 3ounding a%hers41ean> hy doesMarshall %hink %he ounding a%hers $ould no%ha&e i1agined a

e1ale or bla$k )upre1e/our% @us%i$e>

This uestion is a good way to summariAe theargument so far as answering it will drive studentsbac" to what was read and discussed earlier. Thecorrect answer relies on ma"ing the connectionbetween the lac" of political rights granted towomen and blac"s by the foundersthose whowrote the Constitution and recogniAing !arshall’spoint that at the time he was writing both a femaleand the descendant of a slave were members of the&upreme Courtthe @udicial body that holds the

final interpretation of the Constitution.

Ha&ing dis$ussed %he 1eaning o Marshall6s;uo%e, ask s%uden%s %o pu% his ideas in%o %heirown words in a brie %wo %o %hree sen%en$eparaphrase, $areully $onsidering sen%en$es%ru$%ure as %hey do so.

0nsisting that students paraphrase !arshall at thispoint will solidify their understanding of !on"’sanalysis as well as test their ability tocommunicate that understanding fluently in

writing. Teachers should circulate and perform(over the shoulder) conferences with students tochec" comprehension and o'er commentary thatcould lead to on the spot revision of their(translation) of !arshall’s ideas.

)idebar: 51ages o %he )upre1e /our% o&er%he las% $en%ury

0f students are particularly intrigued by thecomposition of the &upreme Court, %ppendix B



'e*% o 3The Preamble: e %he eople4 +ire$%ions or 'ea$hersGuiding 9ues%ions 2or

Through the % m e ndm e nt process, more andmore %mericans were eventually included in theConstitution’s definition of (#e the $eople.)

%fter the Civil #ar, the Thirteenth %mendmentended slavery, the Fourteenth %mendment gave%frican %mericans ci tiAe n s h ip , and the Fifteenth%mendment gave blac" men the vote. 0n 293,the =ineteenth %mendment gave women theright to vote nationwide, and in 29?2, the Twenty-sixth %mendment e*%ended suArageto eighteen-year-olds.

or&al changeto a legalcontract

&e&bership in astate or nationwith rights%

privileges% andduties

<9B= ha% e&iden$e is %here in %his paragraphregarding Marshall6s $lai1 abou% %he 3e&ol&ingna%ure o %he $ons%i%u%ion4>

This uestion reuires students to methodically citeevidence to completely answer the uestion andgrasp that the amendment process changed the

meaning of who was included in (the people.)

)idebar: 'he Goals o %he /ons%i%u%ion0f students are intrigued, teachers can share withstudents the text of the $reamble and as" themto identify what the founding fathers were tryingto accomplish in forming a Constitutionalgovernment through popular sovereignty:

'e*% o %he rea1ble#e the $eople of the Gnited &tates, in rder to

form a more perfect Gnion, establish >ustice, insuredomestic Tranuility, provide for the commondefence, promote the general #elfare, and securethe Blessings of iberty to ourselves and our$osterity, do ordain and establish this Constitutionfor the Gnited &tates of %merica.



0*plana%ory ri%ing 7ssign1en%: +ire$%ions or 'ea$hers and )%uden%s Guidan$e or'ea$hers

2or ho1ework, wri%e a paragraph leng%h e*plana%ion %ha% answers one o %he ollowing pro1p%s. ro&ide e&iden$ero1 %he %e*% in your response %o #us%iy your analysis:

• +xplain how the notion of who (the people) were has changed over time in %merica.• How does Thurgood !arshall’s presence on the &upreme Court illustrate the evolution of the constitution;

• %nalyAe !on"’s explanation of the modications that have been made to the Constitution.

0*%ension 7$%i&i%y or +ay 'wo: +uring %he ne*% $lass period, %ea$hers $ould ha&e s%uden%s peer re&iew orre&ise %he e*plana%ory wri%ing pie$es %hey

$o1ple%ed or ho1ework.

'ea$hers 1igh% wish %o $onsider %he ollowing guidan$e wi%h regards %o e&alua%ing %he ollowing pro1p%s:

• 3xplain how the notion o who 6the people7 were has changed over ti&e in *&erica. Teachers should loo" for a logical explanation of the evolution of who has been considered a (person) in the eyesof %merica over time. The paragraph could be organiAed chronologically, noting that at the nation’s founding thecreators of the constitution would not (have in mind the ma@ority of %merica’s citiAens) and primarily saw persons aswhite males with property. &tudents should then observe that over time, however, the notion of (#e the $eople) has

grown to include %frican %mericans through the 24th

, 28th

, and 25th

%mendment/, as well as women with the

=ineteenth %mendment. They might invo"e Thurgood !arshall’s observation that these two groups, previouslydiscriminated against, now have representatives on the &upreme Courtthe final arbiter of the Constitution’s (#ethe $eople.) &tudents could end by noting the extension of the franchise to 21 year olds and perhaps point outthat the nal status of one group mentioned early on remains unexplained=ative %mericans.

• 8ow does +hurgood (arshall#s presence on the Supre&e 9ourt illustrate the evolution o the constitution Teachers should loo" for student essays that address the uestion as"ed, i.e. focus on why the fact that Thurgood!arshall is on the &upreme Court reflects the notion of an evolving constitution. &tudents might start by explainingthat !arshall was (the rst %frican %merican on the &upreme Court) and note that at the founding of %merica (#ethe $eople) did not recogniAe the status of %frican %mericans, (slave or free.) They might go on to explain what ismeant by an evolving constitution, citing the fact that (ItJhrough the amendment process) groups that were earliernot included under the framewor" of popular sovereignty were now added in the case of %frican %mericans, the

24th

, 28th, and 25

thamendments added to the constitution specifically addressed their status/, paving the way for

!arshall’s ascension to the court a century later.

To round out their essay, they might integrate !arshall’s ironicobservation that (ItJhe men who gathered in $hiladelphia in 2?1? could not . . . have imagined . . . that thedocument they were drafting would one day be construed by a &upreme Court to which had been appointed . . . thedescendant of an %frican slave.)

• *naly;e (on#s explanation o the &odiications that have been &ade to the 9onstitution.&tudents might begin their paragraph by observing that !on" begins her analysis noting the significance of thedoctrine of popular sovereignty and how that opens up the uestion of who (the people) are. Teachers should loo"for students then to consider the various causal mechanisms for change to the Constitution, from the role of(advocates for women’s rights) li"e ucy &tone to the importance of trailblaAers li"e Thurgood !arshall, (the first%frican %merican on the &upreme Court.) But students should give special emphasis to (the amendment process)and how through it (more and more %mericans were eventually included in the Constitution’s denition of <#e the$eople.’) &tudents might round out their paragraphs by citing some of the changes to the constitution in the form of

various amendments e.g. (the =ineteenth %mendment gave women the right to vote nationwide)/.



7ppendi* 7: 7ddi%ional 5ns%ru$%ional Oppor%uni%ies orMonk6s Words We Live By: Your Annotated Guide to the Constitution

0f teachers wish to add additional instructional time, they might consider having small groups of students of mixed ability or

even individual students pursue one of these lines of investigation.

2. %lthough !arshall is right in claiming that the Founding Fathers did not imagine an %frican-%merican or a woman

serving on the court, they did envision possible changes to the Constitution and created an amendment process to

accommodate such changes. 0ndeed, right after the Constitution was written, ten %mendments were passed,

commonly referred to as the Bill of *ights. &tudents could loo" into the reasons why the Constitution was altered so

soon after it was adopted or pic" one of the %mendments in the Bill of *ights and research the history of that

particular

amendment or a particular legal case connected with it. e.g. Eideon v. #ainwright and the &ixth

%mendment/.

3. The idea of a changing definition of (people) in !on"’s text will intrigue middle school students. They could examine

the di'erent (types) of people

at the nation’s founding immigrants, =ative %mericans, indentured servants, slaves,

etc/ and how they have been viewed within a Constitutional

framewor". &pecific historical events could be used to

illuminate the treatment of groups not protected by the constitution, from the Chero"ee

*emoval to the Chinese

+xclusion %ct to even the failure of the +ual *ights %mendment.

4. There are many times the Constitution is invo"ed on both sides of a debate about rights. To reinforce the concept that

the G.&. Constitution is a living

document, students could investigate an area of debate where the interpretation of an

%mendment or amending the Constitution is central to the

argument and then debate it in class. &ome possibilities are

gun control, balancing the federal budget, gay marriage, or even the legality of selling alcohol.

8. &tudents could select one of the amendments mentioned by !on" that expanded the conception of who (the people)

were and research it more in

depth, examining the historical bac"ground, the reasons for its adoption, and its e'ects

both intended and otherwise.



7ppendi* C: 51ages o %he @us%i$es o %he )upre1e /our%

2uller /our%, 8D!



'a% /our%, DE - D"!



Curger /our%, D8



Rober%s /our%, !!

This work was supported by the Bill and Melinda Gates Foundation



7ppendi* /: )ele$%ed (o$abulary Lis%

'he role o &o$abulary in %his lesson se%: The chart below lists the vocabulary words the teachers who wrote this lesson identied as important to understanding thetext for this lesson.

5% is i1por%an% %o no%e %he &ery high nu1ber o words re$o11ended or ins%ru$%ion in %hese passages , morethan many of us have been used to teaching. This reKects the importance of vocabulary to comprehending the complextext called for by the CC&&. &tudents who are behind need to learn even more words. This can only happen if we can teachword meanings eLciently7 devoting more time and attention to those words that merit it, and less to those that can belearned with less time and attention. Clearly, there will not be time in the few days of this lesson set to explicitly andextensively teach all the words listed below. !any of the words, however, can be taught uic"ly, while others deserveexplicit and lengthy examination. Teachers should ma"e intentional choices based on professional @udgment, the needs ofstudents, and the guidance provided below.

'he organiFa%ion o %he $har%s below:

+ach vocabulary word below has been categoriAed based on the uestion: (/an s%uden%s iner %he 1eaning o %heword ro1 $on%e*%>4

The denitions of many words can be inferred in part or in whole from context, and practice with inferring word meanings isan integral part of instruction. The words in the rst group have meanings which $an be inerred ro1 $on%e*% within thetext. #ords in this category are printed in bold below and in the sca'olded version of the student text provided above.Menitions for these words have not been provided here7 instead of directly providing denitions for these words drawstudents’ attention to these word and as" them to try to infer the meaning.

ords in %he se$ond group ha&e 1eanings, or are being used in ways, whi$h $anno% reasonably be inerred

ro1 $on%e*% wi%hin %he %e*% alone. 'hese words are prin%ed in underline, here and in %he %e*%, and %heirdeni%ions are pro&ided in %he 1argins o %he %e*% or s%uden% reeren$e.

+e%er1ining whi$h words %o spend 1ore %i1e on

%s mentioned above, some words must be taught extremely uic"ly, sometimes in mere seconds by providing a uic"denition and moving on. ther words are both more diLcult and more important to understanding this text or future textsand hence deserve time, study, discussion andDor practice. 0n using this lesson exemplar, teachers will need to determinefor themselves which words from the list above deserve more time and which deserve less. Gse the guidelines below tohelp you determine which words to spend more time on. 0n addition the additional vocabulary resources listed in %ppendixB below can help you learn more about selecting and teaching vocabulary.



9ui$ker and easier %o learn words that are concrete, have only one meaning, or are limited to a specic topic area,such as res or the ocean etc. These words should be addressed swiftly, when they are encountered and only as needed.

'ake 1ore %i1e and a%%en%ion %o 1as%er words that are abstract, represent concepts unli"ely to be familiar to manystudents, have multiple meanings, are a part of a word family, andDor are li"ely to appear again in future texts. These wordsreuire more instructional time.

)ele$%ed (o$abulary Lis%

ords %ha% $an be inerred ro1%e*%

*s students to generate a defnition

ords %ha% $anno% be inerred ro1 %e*%<rovide these defnitions to students

(o$abulary ord (o$abulary ord +eni%ion

prin$iple le g isla ture elected body that creates laws

popular so&ereign%y c o n s tr ue d interpreted

ad&o$a%es % men d me n t formal change to a legal contract

li1i%a%ion c itiA e nship membership in a state or

nation with rights, privileges, and duties

e&ol&ing

dra%ing

appoin%ed

des$endan%

e*%ended surage



7ppendi* +: 7ddi%ional (o$abulary Resour$es

Hungry or 1ore &o$abulary> /he$k ou% %he 7$ade1i$ ord 2inder.

The words in the list above were selected by an expert teacher as valuable to teach in %he $on%e*% o %his lesson. Butthese are @ust some of the &any words you could draw from this passage to help your students build their vocabulary. 0fyou are interested in a tool which can uic"ly help you identify more of the high-value, Tier 3 academic vocabulary wordsthat appear in this passage, visit the free 7$ade1i$ ord 2inder at http:DDachievethecore.orgDacademic-word-nderD registration reuired/.

Please note: Some of the words you will nd with this tool will not overla with those listed above! This is a good thing, because it points out even more words that can help your studentsN The list above focuses on wordscrucial to understanding the "ey points of the passage and includes both Tier 3 and Tier 4 words, whereas the %cademic#ord Finder focuses on high-freuency Tier 3 words which will be valuable to your students across a variety of texts, butwhich may not be particularly central to the meaning of this passage/. These words often have multiple meanings or arepart of a word family of related words. 0n addition the 7$ade1i$ ord 2inder provides multiple related words and thevariety of shades of a word’s meaning all in one location, so teachers can see the depth and diversity of word meaningsthey can teach around a word. Teachers then decide how and when to expose students to di'erent word senses to promotetheir vocabulary growth.

Both sources of words are valuable, but for di'erent purposes. Gltimately you will have to rely on your professional @udgment to determine which words you choose to focus on with your students.

0ager %o learn 1ore abou% how %o sele$% and %ea$h &o$abulary> /he$k ou% "o#abulary and The Common Coreby +a&id Liben.

This paper includes a summary of vocabulary research and practical exercises to help you learn to select and teachvocabulary. #ritten by classroom veteran and literacy researcher Mavid iben, the exercises will help you hone yourprofessional @udgment and build your s"ill in the vocabulary teaching crucial to success with the Common Core &tate&tandards.

Mownload the paper and exercises here:

http:DDachievethecore.orgDpageD9?8Dvocabulary-and-the-common-core-detail-pg

http://achievethecore.org/academic-word-finder/

http://achievethecore.org/page/974/vocabulary-and-the-common-core-detail-pg

http://achievethecore.org/page/974/vocabulary-and-the-common-core-detail-pg

http://achievethecore.org/academic-word-finder/

words we live by - lesson(1)

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