Penguin Chick Vocabulary

Marquitta Curry-Rothenberg Preparatory Academy

3rd Grade English Language Arts
Objective: After reading the selection Penguin Chick by Bettty Thatham from 3 rd grade Reading
Street Anthology, MS will define vocabulary words with 80% Accuracy. She will also be able to identify
examples and nonexamples of the words.
From the Common Core Standards: 3. RI. Craft and Structure #4: Determine the
meaning of general academic and domain-specific words or phrases in a text relevant to
grade 3 topic or subject area.
Instructional Plan: After reading the selection Penguin Chick, we will use the Four Square
Vocabulary Strategy (Frayer Model) to learn unknown terms. We will use this strategy because it
includes a graphic organizer, which will help increase students comprehension and overall
understanding of the text. The Four Square Vocabulary Strategy not only focuses on the words
definition, but also examples and nonexamples. This increases the readers understandings of the
word meanings on a personal level, and also promotes critical thinking in coming up with
nonexamples. Gipe also tells us that this model offers a structure that encourages the independent
learning of new word meanings. (242).
We will first have a discussion about what the students know about penguins. We will talk about how
they live in the cold Arctic, and how that relates to the cold weather we get in Cincinnati. Once you
have activated students prior knowledge, we will use the Interactive Read Aloud Strategy to read the
text. Once we have completed the text, we will focus on certain important words. We will take turns
reading excerpts of the text that includes the six vocabulary words that I have chosen to familiarize
the students within their context. Once we have reread pages 81, 84, 85 and 89 together, we will use
the Four Square vocabulary strategy to teach words presented in the text.
I will begin by modeling the first word on the board. There will be Four Squares on the whiteboard,
and the word frigid will be placed in the center. We will discuss what frigid means by going back to
page 81 and reading it in context. Once we define the word, we will place the meaning in the top, lefthand square. After that, we will list characteristics of what it means to be frigid and place it in the top
right hand square. Then we will brainstorm examples of things that are frigid by thinking aloud, and
included those mentioned in the text as well. We will place them in the bottom left-hand square.
Finally we will think about non-examples of things that are not frigid and place them in the bottom
right-hand square.
Example:
Very cold in
Temperature.

Cold, ice,
Antarctica
frigid

Freezer

Sun

Ice cream
desert

After this activity, I will explain that it is her turn to try the next word. I will write another Four Square
box on the board then ask students to put the word huddle in the center. Students will then look back
in the text to reread the section that includes the word then write the definition of what huddle means
in their own words, and place it in the top left-hand square. Students will then come up with
characteristics from the text of what a huddle looks like, some examples and nonexamples with my
scaffolding. They will fill out the squares and we will discuss their success with the word huddle.
Students will then be given four blank Frayer Vocabulary Blocks to complete the Four Square
Strategy with the remaining words. pecks, cuddles, flippers, preen. They will use Their knowledge of
the vocabulary terms to correctly identify each square. If students have any difficulties, they can refer
back to pages 81-90 to assist them.
Evaluation Plan: Use the finished Four Squares to assess whether or not students accurately
defined vocabulary words using examples and nonexamples

Penguin Chick Vocabulary