Lessons for the Different Quadrants
VOCABULARY CENTERS:
K
A – what is this word? (flash cards)
B – find and circle words in realia (cereal boxes, newspapers, etc)
C – create a sentence using the sight word
D – put the mixed up words in order to make a complete sentence
1st
A – what does this word mean? Define it in your own words
B – with your partner use vocabulary word in a sentence
C – revisit vocabulary words and how are the words similar/different?
D – how could you teach the vocabulary words to your partner?
2nd
A – what does this word mean? Explain it to your partner
B – who could you interview to learn more about this word? What do you know about
this word? What have you learned about this word?
C – revisit vocabulary words and how are the words similar/different? Defend why you
sorted this way?
D – What new and unusual uses would you create for this word? How have you heard
this word used differently?
3rd/4th
A – How would you define this word in your own terms?
B – Where could you use that word?
C – What is another way we could say/explain/express that?
D – Write a song using vocabulary words? How can you teach that to others?
FLUENCY:
K
A – reread poem
B- reread poem with different voices and expression (robot, angry, sad)
C – Rate your partners reading of the poem (circle happy or sad face because)
D – poem written on sentence strips and change the last word then reread; draw a stick
for student to read poem fluently aloud to class and explain why they are reading the
poem aloud.
1st
A – reread poem
B- reread poem with different voices and expression (robot, angry, sad)
C – evaluate your partners reading of the poem (use a number rubric and explain)
D – poem written on sentence strips and change the last word then reread; draw a stick
for student to read poem fluently aloud to class and explain why they are reading the
poem aloud.
2nd – 4th
A – reread leveled reader/passage from week before
B – reread paying attention to punctuation, phrasing, expression, intonation
C – Rate your partners reading (use a number rubric to explain)
D – partners use a 1 minute timer and time each other on a cold read with a leveled text
and explain how they would do it differently.
LISTENING CENTER:
K
ABCD-
1st
ABCD-
2nd
ABCD-
Listen and follow along to the story-Circle happy/sad face
Listen and follow along to the story-Draw a quick picture of your family
Listen and follow along to the story- Using graphic organizer compare/contrast
your family with the family in the book
Listen and follow along to the story-Use a double bubble map and then write 2 or
more sentences about what else families can do together.
Listen and follow along to the story-Using graphic organizer list the main
characters
Listen and follow along to the story-Describe how the character is like yourself or
someone you know
Listen to and compare characters from two stories using graphic organizer
Write 2 or more sentences telling how one of the characters from the story would
fit into your family
Listen and follow along to the story-Using graphic organizer list the main
characters
Listen and follow along to the story-Describe how the character is like yourself or
someone you know
Listen to and compare characters from two stories using graphic organizer
Write 2 or more sentences telling how your fmily would respond/react to one of
the characters in the story
3rd/4th
AListen and follow along to the story-Write two or three things you noticed about .
....
BListen and follow along to the story-Choose two of three questions (from the
questions stem cards B) to respond to in writing
CListen and follow along to the story- Choose two of three questions (from the
questions stem cards C) to respond to in writing
DListen and follow along to the story-Choose two of three questions (from the
questions stem cards D) to respond to in writing