School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 3

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 1.0 General Reading Processes

Topic D. Vocabulary

Indicator 2. Develop a conceptual understanding of new words

Objective c. Identify and use correctly new words acquired through study of their relationships to other words


Prior to this activity, the teacher should have taught a literary selection where students have studied a selection of Tier Two words. The teacher and students should determine meanings for these words from context phrased in student-friendly language and then engage in activities where students interact in a variety of ways with the words and their meanings. Next, the teacher should construct a series of "I Have…Who Has" cards so that each definition on the bottom of a "Who Has" card will have a corresponding word "I Have" on the top of another card.

I have erratic.
Who has the word that means unusually hungry?

The teacher should distribute one card to each student. One student begins by reading aloud the "Who Has" portion of the card. The student with the correct word that matches the definition stands up and reads the "I Have" portion of the card to create the match. Then the second student continues to read the "Who Has" portion of his/her card. The activity continues in this fashion until the last person responds giving the definition of the first person's card.


After students have studied a series of vocabulary words, the teacher should place them into categories such as Who/What? What Action? How Something Is Done? and How Someone/Something Is Identified? . Next the teacher should create a series of sentences with blanks that can be filled with a word or words from the previously listed categories. To begin this activity, the teacher should review the categorized lists of previously learned vocabulary words. Next the teacher should display one of the previously written sentences and ask students what vocabulary words might adequately complete the sentence. Students should offer suggestions from the category words, tell why the word was selected from a particular category, and explain how the word sensibly completes the sentence. There should be multiple ways to complete each sentence.