Draw a line from each school word to the everyday word that means about the same.
explain — tell why
compare — see how alike
describe — tell about
collect — gather up
MATCH — watch forRecognition only. A child can do this by elimination without meaning anything by the word, which is why it is rung one and not the whole sheet.
2. CHOOSE
Fill each gap with the right word. Word bank: collect, compare, describe, explain.
Word bank: collect, compare, describe, explain.
explain why the plant died.
compare the two leaves.
describe what you saw.
We collect leaves each fall.
CHOOSE — watch forPRACTICE MODE: blocked. All gaps come from today's set.
3. FRAME
Finish each sentence.
Expect the FULL sentence on the line, not just the missing word. A one-word answer is incomplete — ask for it again.
Because ___, the explain ___.
Because rain, the explain rain.one possible answer — accept any full sentence that uses the word properly
We use explain when ___.
We use explain when rain.one possible answer — accept any full sentence that uses the word properly
FRAME — watch forThe release to independence. Today's scaffold is “partial”, and it shrinks each time this unit returns until there is no frame at all — the child should be able to feel it coming off.
4. PRODUCE
Write your own sentences using the school words. Target: 5 sentences. A + means more than one sentence in that slot. You may use the frame for two of your three. Try the third without it.
explain
Explain why the plant died.model — their own sentence will differ and should
compare
Compare the two leaves.model — their own sentence will differ and should
describe
Describe what you saw.model — their own sentence will differ and should
collect
We collect leaves each fall.model — their own sentence will differ and should
PRODUCE — watch forThe printed target is the LOTF move: the child can see what a full answer looks like instead of guessing how much is enough. The Today's frame ration is 2 — say it aloud, and say BOTH halves: the frame is there if they need it, and it is better writing without it.