Description
This PowerPoint was created to use with the Journey's Lesson 5.
On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning.
In groups, I have students give an example of the word, and then I check with each group for an example.
On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students create a sentence with their group using the word. I check each groups sentence.
If students use an additional vocabulary word in the sentence from a previous week, they get to put a "rock" in the vocabulary jar. As the year progresses, student sentences get better and they are also better identifying parts of speech.
On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning.
In groups, I have students give an example of the word, and then I check with each group for an example.
On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students create a sentence with their group using the word. I check each groups sentence.
If students use an additional vocabulary word in the sentence from a previous week, they get to put a "rock" in the vocabulary jar. As the year progresses, student sentences get better and they are also better identifying parts of speech.
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Highlights
Description
This PowerPoint was created to use with the Journey's Lesson 5.
On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning.
In groups, I have students give an example of the word, and then I check with each group for an example.
On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students create a sentence with their group using the word. I check each groups sentence.
If students use an additional vocabulary word in the sentence from a previous week, they get to put a "rock" in the vocabulary jar. As the year progresses, student sentences get better and they are also better identifying parts of speech.
On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning.
In groups, I have students give an example of the word, and then I check with each group for an example.
On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students create a sentence with their group using the word. I check each groups sentence.
If students use an additional vocabulary word in the sentence from a previous week, they get to put a "rock" in the vocabulary jar. As the year progresses, student sentences get better and they are also better identifying parts of speech.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Really enjoyed using this with my students
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helpful last minute
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