Activity:

This activity will accompany an article about ladybugs found here:

http://kids.nationalgeographic.com/animals/ladybug/#ladybug-daisy.jpg

Word
Secrete

Foul

Predator

Secluded

Hibernate

Coined

CDE Standards:

Definition

Picture

Grade: 4th
Standard: 2. Life Science
1. All living things share similar characteristics, but they also have differences that can be
described and classified
a. Use evidence to develop a scientific explanation of what plants and animals need to survive
(DOK 1-3)
WIDA Standards:
Standard 4: English language learners communicate information, ideas and concepts necessary
for academic success in the content area of Science
Before the reading, the teacher will present the chart shown to students. Students will get their
own charts as well so that they can follow along with the teacher. I went ahead and typed in the
words ahead of time, as that would take up less time during a lesson. However, depending on
time, it may be helpful write out the words with the students so that they can become even more
familiar with the terms.
The teacher will go over the word and the definition. They may also draw a picture. With many
tier two words, it can be difficult to come up with a picture right away. This requires students to
think creatively about the word that they are looking at. It is important to keep in mind that this
activity is to help students better understand the words. So long as the student can describe how
the picture relates to the word in an accurate way, then allow students to be creative.
After familiarizing themselves, have students try to describe each of the terms to their partner.
The partner then has to guess what each term is. Have students try to define the words without
looking at their definition sheet first. This will give students more practice with the words, as
well give students an opportunity to hear it described in perhaps a different way.
My complete version:

Tier 2 words are words that are a bit more complicated than common words but are not words
that are highly specific toward one subject (Beck et. al.). For instance, the words I picked are
words that are a little more tough for students of that grade, but are words that can be applied to
multiple topics. According to Neuman and Wright, Tier 2 words are the important words
(Neuman and Wright, 147). Because of this, I chose to come up with a system where students are
having to write definitions for the words. The teacher goes over the definitions with students to
make sure they have a solid definition, though they can be encouraged to try to write their own.
For some students, drawing a picture helps them solidify an idea. Then they get further practice
with the vocab by verbalizing it. Plus, if they forget the word when they get to it in the article,
they have a sheet that they can reference.

References

Beck, I. L., McKeown, M. G., & Kucan, L. (2005). Choosing Words to Teach. Teaching and
learning vocabulary: Bringing research to practice, 209.
Neuman, S. B., & Wright, T. S. (2014). The Magic of Words. American Educator, 11.