Students' vocabulary for characterizing community workers will grow. At the end of the lesson, students are able to:
- Establish and expand your vocabulary with materials that are appropriate for your grade.
- Use terminology specific to the relevant content.
- Employ suitable techniques to enhance comprehension of terminology related to the subject matter using descriptions.

- How can literary and informational texts make sense to strategically minded readers?
- How do I learn unfamiliar vocabulary? What methods and tools do I employ?
- What methods and sources do students make use of to decipher unfamiliar words?
- Is it worthwhile to acquire new vocabulary?

- Describe: To tell about something.
- Synonyms: Words that mean the same or nearly the same.
- Antonyms: Words that mean the opposite.
- Definition: The meaning of a word.
- Root Word: The basic unit of a word.
- Prefix: A word part added in front of a root word to make a new word.
- Suffix: A word part added at the end of a root word to make a new word.

- selected content-specific vocabulary
- cards to use as labels; tape
- two to four copies of the Extending Vocabulary graphic organizer for each student, depending on how many words you want students to analyze (L-2-1-3_Extending Vocabulary)
- grade-appropriate books about workers in the community or community helpers
- grade-appropriate dictionaries and thesauruses or access to grade-appropriate online dictionaries and thesauruses
The following books are suggested to use with this lesson.
- Alice K. Flanagan. (2000). Police Officers. Compass Point Books.
- Bobbie Kalman. (2011). Helpers in My Community (Bobbie Kalman’s Leveled Readers: My World: G).Crabtree Publishing. (Appropriate for first-grade guided reading and second-grade independent reading.)
- Bridget Heos. (2013). Let’s Meet a Construction Worker (Cloverleaf Books—Community Helpers). Millbrook.
- Nate LeBoutillier. (2000). A Day in the Life of a Garbage Collector (First Facts: Community Helpers at Work). Capstone Press.
- Bridgestone Books. (1997). Community Helpers series.
Teachers may substitute other books to provide a range of reading and level of text complexity.

Students should employ vocabulary strategies and show that they understand the words in this lesson.
- Pay attention to how the students engage in both large- and small-group exercises.
- Encourage pupils to describe community workers to reinforce their learning.
- Employ the subsequent checklist to evaluate the pupils' advancement towards the lesson's objective:
- The student identifies relevant vocabulary linked to community workers.
- In both written and spoken language, the student uses newly acquired terminology.

Explicit instruction, modeling, and active engagement
W: Go over the ideas covered in Lessons 1 and 2 regarding what a community is and who its members are. Use techniques like sensory details to figure out what a phrase means that you're not familiar with. 
H: Identify jobs in the neighborhood by playing a game. 
E: Give students the chance to add terms that characterize community workers to the vocabulary list they made in Lessons 1 and 2. Provide an example of how to utilize a visual organizer to increase vocabulary that is particular to a given topic. 
R: Identify the students who require more practice or reteaching, and work one-on-one or in small groups with them to strengthen their comprehension of the new terminology. 
E: Pay attention to how well kids can use new terminology in both written and oral language as you watch them engage in activities. 
T: Give students the chance to collaborate in big groups, small groups, and with a partner. 
O: Students complete the learning activities in this lesson either alone, in small groups, or with a partner. 

Focus Question: How can we increase the number of new words we know to comprehend community jobs better?

Make cards with job titles (like "mail carrier") and lines describing jobs in the community (like "I bring mail to your home") before the class. Make enough cards so that every pupil has one.

Give a card with your job title to half of the kids. With their backs to you, have the other half of the class line up in front of the room. Attach a card on each student's back that has a sentence regarding a career.

State explicitly, "Let's play a game. A few of you have a business card on it. Someone else has a card with a job-related sentence on it. Students with a job card will circle the room when I say "go" and pick the person whose sentence best describes their employment. Never reveal to the person the contents of the card on their back. Go back to your seat after you have located your partner."

Ask whether anyone has noticed anything about the occupations once the students have gone back to their seats. (Everyone works at a communal job.) Ask pupils to identify the job name on a job card. Put the jobs on the interactive whiteboard or board.

Ask students to estimate what their card says by using the sentences printed on their backs. Once a student makes a correct guess, take off their label and write the statement next to the task that is posted on the interactive whiteboard or board.

Part 1

Make a T-chart on the board or interactive whiteboard using the job list, labeling "Community Workers" on the left and "Description" on the right.

"What qualities should a community worker possess, or how should a community worker behave? How would you behave if you held one of these positions? Consider terms that best characterize these employees," say to your students.

Ask students to list the adjectives they use to characterize community workers. On the T-chart's right side, write the words. (Examples: dependable, powerful, wise, kind) Encourage students to come up with a term that best characterizes workers if they define workers as "people who make things" for "producers."

You say, "We will also learn some new words that describe the workers in our community."We're going to study these terms in further detail."

Put the word "reliable" on the marker on the interactive whiteboard or board. Remark: "Community workers ought to be reliable."

Say, "We can determine the meaning of this word by applying some of the strategies we previously learned. To rely on or place trust in someone is the definition of the root word, or core term, in the word reliable. I'll be your go-to person for reading instruction."

Inquire, "What is a suffix?" (a word segment appended to a root word to create a new word.) For example, "reliable has the suffix -able, which means can be" or "capable of doing something."

Say, "I can determine that the word reliable means 'can be depended on or can be trusted' by using its root and suffix."

Say, "We can broaden our understanding of a word by using synonyms and antonyms. What does a synonym mean? (A synonym or word with a similar meaning) What other term has a meaning similar to that of "reliable"? (Reliable, dependable)"

Note: If students are having trouble coming up with suitable words, you can either supply synonyms or introduce a grade-appropriate dictionary or thesaurus and demonstrate how to seek out synonyms.

Inquire, "What is an antonym?" (a word with the opposite meaning) What does a prefix mean? (a word segment added before a root word to create a new word) "Is there a prefix we could put before reliable to change its meaning?" (-un) Declare, "Yes, there is an antonym for reliable: unreliable."

Part 2

Present a copy of L-2-1-3_Extending Vocabulary, the graphic organizer for expanding vocabulary.

Say, "We will learn another strategy for expanding our understanding of a word by using this graphic organizer. Let's keep using the word trustworthy. "Reliable"—what does that mean? (reliable or credible; able to be relied upon or trusted)

Provide an example of how to complete the graphic organizer for the word reliable:

Instruct, "Now, visualize a trustworthy person in your mind. We should enter a sound that comes to mind when we hear the "Sounds Like" bubble on the graphic organizer. An exemplary individual would say, "I promise..." and follow through on it. Perhaps when you see footsteps, you think of someone trustworthy because they are carrying out their promises. I'll write my vows and my footsteps in the "Sounds Like" bubble."

Encourage pupils to come up with other ideas to include in the bubble labeled "Sounds Like." Ask them to discuss their responses with a companion.

Say, "Once more, consider a trustworthy person. We can enter a person's description in the bubble that says "Looks Like," like "someone who wears a suit." Since it may be the image that comes to mind when we think of the term reliable, we can write a person's name, such as "Mom" or "Dad."

Encourage kids to come up with their ideas and discuss them with a partner by modeling how to complete this section of the graphic organizer.

Say, "Observe the bubble with the label 'Feels Like." Consider a term that encapsulates a sense of reliability. I believe it feels safe because I feel safe when someone is dependable and follows through. How do you feel?" Ask pupils to recommend words so you may write them in the bubble.

"Look at the bottom of the page now," you say. "Recall all the different ways we interpreted the word "reliable." I'll illustrate what "reliable" means with a drawing." Though they don't have to be intricate, drawings should convey something about the word's meaning. "I'll finish the graphic organizer now by writing the definition or meaning of the word reliable on the lines to the right," you might say. (For instance, being trustworthy means fulfilling one's commitments.)

Describe how it is simpler to remember and comprehend a term when we can think about it in a variety of ways.

Repeat the process with one or two more terms, then progressively give students more freedom to recommend suitable responses that you can record on the graphic organizer.

Extension:

Give students who require more learning opportunities practice using the following activities:
Assign pupils to complete the graphic organizer in small groups by adding a new term. Provide guidance and support when required.
On index cards, write the vocabulary words. Ask pupils to explain how a (community worker) demonstrates (reliability).
Students should define words in pairs and write or speak the definitions. Next, have students explain how they came to know the definition of the word.
If your students are willing to go above and beyond the call of duty, assign them this exercise:
To obtain definitions, synonyms, or antonyms for words, encourage kids to utilize an online dictionary, thesaurus, or one that is grade-appropriate, such as www.etymonline.com or www.dictionary.com. Model how to use these resources by working in small groups.
Ask pupils to describe their drawing on the graphic organizer in one phrase by filling in the box. Instruct pupils to use a synonym for the selected vocabulary word in their sentence.