By P. F. Hsieh, A. W. J. Stoddart
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2. Provide students with enough copies of the graphic organizer, Root Word Tree (page 50), to use for each of the vocabulary words being studied. 3. , pictograph). 4. , pict and graph). 5. , picture and pictorial; autograph and photograph). 6. Have students share their new words with the class, and discuss ideas about the meaning of the vocabulary word based on this new information. 7. As a class, decide on a class definition and have students write that definition beneath the tree. ) Differentiation Above-Level Learners Below-Level Learners With appropriate words, have students break the word into three chunks and complete the activity as discussed in the lesson procedure.
Ask students to think about and discuss how the pair of words is alike. You can choose to have students complete this part of the activity independently, in pairs, in small groups, or as a class. Have students record their ideas in the correct place on the chart. 6. Ask students to think about how the words isosceles and scalene are different. They should record their ideas on the chart. 7. Repeat steps 3–6 with the remaining pairs of words. When the activity sheet is completed, review the word pairs as a class and talk about how the words are both alike and different.
Shell Education English Language Learners Provide English language learners with a picture representing the vocabulary word. Then, allow them to draw pictures and/or write words on the branches of the trees. Students may draw further conclusions about the definition of the vocabulary word by looking at the connected images. This part of the activity may be completed in pairs or small groups. ) Standard • understands basic properties and similarities and differences between simple geometric shapes Grades K–2 Sample Lesson Vocabulary Words octagon hexagon vertex (vertices) side Procedure Differentiation suggestions for this strategy are provided on page 47.
Analytic Theory of Differential Equations by P. F. Hsieh, A. W. J. Stoddart