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Vocabulary strategy lesson: story impressions

Marecha Gaines Jade Okafor Jasmine Slappey Arkeriya Woods. Vocabulary strategy lesson: story impressions. Use the vocabulary words that have been picked from a book or any written piece Must be used chronologically Reconstruct the story by using those words as cues.

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Vocabulary strategy lesson: story impressions

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  1. Marecha Gaines Jade Okafor Jasmine Slappey Arkeriya Woods Vocabulary strategy lesson: story impressions

  2. Use the vocabulary words that have been picked from a book or any written piece Must be used chronologically Reconstruct the story by using those words as cues What is a Story Impression?

  3. Use vocabulary to activate a story’s schema What is its Purpose?

  4. Pay close attention! Let’s see it in action!

  5. Slave- a person who is the legal property of someone else and is forced to obey him or her Knowledge-information and/or skills acquired by experience or education Infant-a baby Alphabet-a set of letters in a fixed order Read-look at and comprehend the meaning of written material Definitions of chosen vocabulary words

  6. Frederick Douglass was born a slave who wanted to be more. He decided he would obtain the knowledge he needed to devise a plan to escape from slavery. Douglass was taken away from his mother when he was an infant, and was able to see her just a few times his entire life. He did not have any true guidance or anyone to willingly teach him things about life. When he was a young boy he was sent to live with the Auld’s and be servant for their son. Douglass had never met a white person as nice as Mrs. Auld. Mrs. Auld taught Douglass the alphabet and was going to teach him how to read, until Mr. Auld put an end to it. Douglass really wanted to learn how to read, so he came up with a plan. He convinced the poor white children to give him reading lessons for an exchange of food. Model

  7. Read the last three paragraphs of Frederick Douglass’ Fight for Freedom. Pick at least seven descriptive words to use in chronological order as we create a story impression of the three paragraphs together. Guided practice

  8. Okafor, J.A., 2012. Frederick Douglass’ Fight for Freedom, Valdosta State University, Valdosta, GA. Okafor, J.A., 2012. Story Impressions Guided Practice, Valdosta State University, Valdosta, GA. Pearson Custom Education: Developing Literacy: LITR 3130. New York: Pearson Learning Solutions, p. 508-509. Wilcox. 2008. Story Impressions Reading Strategies and Practices. Retrieved from http://www.monet.k12.ca.us/curriculum/englishla/str ategies/story%20impressions.pdf References

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