[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-422699-105":3,"doc-detail-422699-en":73,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","grade-3-unit-3-vocabulary-strategies","Grade 3 Unit 3 - Vocabulary Strategies","","Instructional material for Grade 3 Unit 3 vocabulary learning, centered on the novel “The Gold Cadillac.” Provides weekly word-teaching guidance (10–12 words), emphasizes presenting words in context before explicit instruction, and uses repetition to support pronunciation. Includes a framework for Learning Modalities—auditory, visual, and tactile/kinesthetic—and recommends combining modalities for better retention and exam performance. Adds association-based teaching modalities, with sample lessons and context/meaning, recall methods, and sentence generation tasks for vocabulary such as “unison,” “frowning,” “charcoal,” and “uneasy.”",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/grade-3-unit-3-vocabulary-strategies/422699/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/grade-3-unit-3-vocabulary-strategies/422699.png","ImageObject",300,407,{"name":42,"@type":43},"asda1da","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What are the learning modalities mentioned for vocabulary learning?","Question",{"text":63,"@type":64},"The material highlights auditory (hearing), visual (vision), and tactile/kinesthetic (touch) modalities, and recommends combining two or more for best results.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},422699,1790798803,{"code":4,"msg":74,"data":75},"success",{"doc_id":71,"user_id":76,"nickname":42,"user_avatar":77,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":78,"file_id":79,"file_url":80,"file_type":81,"file_size":82,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":83,"language":84,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":85,"faqs":86,"seo_title":87,"seo_description":12,"update_tm":88,"read_time":89,"preview_page_count":4},3985747861852,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Vocabulary |  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| When teaching vocabulary,\u003Cbr>􀁸 Please introduce students to 10-12 words per week.\u003Cbr>􀁸 Use the identified words as those you are teaching to the students (additional words may be selected by the teacher) .\u003Cbr>􀁸 Use the various learning modalities and sample menu in order to deliver instruction .\u003Cbr>􀁸 Have students see the word in context first before explicit vocabulary instruction.\u003Cbr>􀁸 Have students repeat the word to ensure proper pronunciation. They are much more likely to use the word if they are confident they are saying it correctly.\u003Cbr>􀁸 Note: Not all sample activities/modalities need to be used for each word. Base your instruction on the needs of your student population and select modalities/activities that meet their needs. |  |  |  |  |  |  |  |  |  |\n| The Gold Cadillac |  |  |  |  |  |  |  |  |  |\n| The Arrival pp. 1-16 |  | The Ride pp. 17-18\u003Cbr>􀂾 glorious\u003Cbr>Sunday pp. 19-22 |  | The Discussion pp. 22-27 |  | The Drive pp. 27-35 |  | A Change in Direction pp. 36-43 |  |\n| 􀂾􀂾􀂾􀂾􀂾􀂾􀂾􀂾􀂾􀂾 | grinned duplex proclaimed unison admiring practical admit frowning awkward shrugged |  |  | 􀂾􀂾􀂾􀂾 | rural uppity lynch heedful | 􀂾􀂾􀂾􀂾 | foreign dusk lurked uneasy | 􀂾􀂾􀂾 | splendor demanded ragged |\n|  |  |  |  |  |  |  |  | Author’s Note\u003Cbr>􀂾 migrated\u003Cbr>􀂾 industrial\u003Cbr>􀂾 impressive |  |\n|  |  | 􀂾􀂾􀂾 | caravan charcoal objection |  |  |  |  |  |  |\n\nVocabulary Strategies: Utilizing Your Learning and Vocabulary Modalities  \nIntroduction:  \nAll information about the environment around us must enter through our senses (smell, taste, vision, hearing, and touch). Vision, hearing, and touch are the main senses we use in learning. These are the Learning Modalities. Every individual uses each of these modalities to bring in information for processing. As time passes, we all develop a preference for the modality we use often. For each learner, their primary modality can identify them as being an auditory learner (hearing), visual learner (vision) or tactile/kinesthetic learner (touch) . Once identified, strategies for study, note taking and exam performance may be created or enhanced. Though many of us are dominate in a particular modality, learning is most effective when two or more modalities are used together. It is important when studying to utilize strategies that combine the modalities.  \nSample Lesson to Use as a Guide Text: The Gold Cadillac (Novel-Unit 3)  \n\n|  | Context | Meaning\u003Cbr>from\u003Cbr>Context | Recall\u003Cbr>Method | Use\u003Cbr>and\u003Cbr>Application |\n| --- | --- | --- | --- | --- |\n| unison | “We got us a Cadillac! We got us a Cadillac!”Wilma and I proclaimed in unison. | unison\u003Cbr>means doing or saying something\u003Cbr>at the sametime. | Morphemic Analysis uni means “one” and sonous means sound so unison literally means one sound.\u003Cbr>Place Association Church\u003Cbr>People Association Choir\u003Cbr>Dialogue about Text How can you tell that the girls spoke inunsion. | Place Association Generate a sentence that shows that a choir in church is associated with unison. The voices of the members of the church choir sang beautifully in\u003Cbr>unison.\u003Cbr>People Association Generate a sentence that shows that a choir in church is associated with unison. The voices of the members of the church choir sang beautifully in\u003Cbr>unison.\u003Cbr>Dialogue about Text\u003Cbr>Generate a sentence that answers the question. How would you know that the girls were both speaking at the same time. |\n\n\n|  |  |  | Kinesthetic What action shows unison? |  | Kinesthetic\u003Cbr>Say the word unison and have students “show” the meaning by performing the action. |\n| --- | --- | --- | --- | --- | --- |\n| frowning | “Now stop frowning, honey, and let’stake ourselves a ride in our brand-new Cadillac!” | frowning\u003Cbr>means a facial expression that shows dislike. Look angry, wrinkle your forehead. |  | Mnemonic Frowning sounds like clowning and is the opposite.\u003Cbr>Kinesthetic What action shows frowning ","cbCaibuafCPBHlH4","https://ap.wps.com/l/cbCaibuafCPBHlH4","pdf",479511,17,"English","# Vocabulary Strategies: Utilizing Your Learning and Vocabulary Modalities\n## Introduction\n## Sample Lesson to Use as a Guide Text: The Gold Cadillac (Novel-Unit 3)\n## Teaching Modalities and Learning Modalities for Vocabulary\n## A. 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