Depending on the reading level of each group, there are various ways we have read the text. Sometimes, we follow a “I read, we read, you read” sequence. Other times, we read the passage together, then they read it with a partner, and read it a third time by themselves. For my higher readers, we may simply whisper read it by ourselves a few times through, while I prompt and assist as needed.
As we read, I draw their attention to the three focus words as we encounter them within the passage. I spend a great deal of time helping the students focus on context clues in order to uncover each word’s meaning. As a small group, we also discuss how to use the words in other scenarios and within our everyday lives. Often, these discussions lead to a more in-depth understanding of the topic and/or the storyline of the passage. As a teacher, I love having these passages on hand because they not only focus on vocabulary development, but they do not overwhelm my kiddos with TOO many new vocabulary words. Text that contains little to no new words will not broaden my students’ vocabulary or challenge their comprehension. Text that contains too many new words would completely overwhelm my kiddos and cause their comprehension to shut down.