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The guidance explains how to model selecting a word, thinking aloud to show the inference process, identifying clue words, and recording inferred meanings in the quilt squares. 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When context is insufficient, it encourages using dictionary skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should a teacher demonstrate using the organizer?",{"text":117,"@type":113},"The teacher should model selecting a word, searching for context clues, and recording the inferred meaning. Thinking aloud and highlighting clue words are recommended.",{"name":119,"@type":110,"acceptedAnswer":120},"What do students do as they read using the Vocabulary Quilt?",{"text":121,"@type":113},"Students write new words in the squares and also write the meanings they infer. 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When the meaning of the word cannot be determined from the text, children gain practice in using dictionary skills.  \nhow to use the organizer  \nDemonstrate the use of this organizer by modeling how you would select a word, search for context clues, and record the inferred meaning. For instance, after identifying a new word, show students how to:  \n• predict the meaning of the word from what came before, or  \n• read on a little ways and then reread the sentence with the new vocabulary word.  \nWhen inferring the meaning of the word,“think aloud” so students can hear your process, or identify clue words that indicate the meaning of the new word.  \nYou may also want to review dictionary skills with students if necessary. After you have modeled the use of the organizer, children can use them while reading with the whole class, small groups, or independently.  \nexamples  \nprimary grades  \nA third grader chose to read “Iron Hans” by the Brothers Grimm during a unit on fairy tales. She identified unfamiliar words and inferred their meaning from context clues. At her teacher’s request, she put a star next to those words that she had to lookup in the dictionary.  \nIntermediate grades  \nA fourth-grade student read Professor IQ Explores the Brain by Seymour Simon and completed the Vocabulary Quilt as part of his book report. The organizer was particularly helpful in reinforcing the understanding of highly specific content words.  \n30  \n50 Graphic Organizers for the Interactive Whiteboard © Jacobson & Raymet, Scholastic Teaching Resources  \nName:   Date:    \n Vocabulary Quilt   \nAs you read, write new words in the squares. Write the meanings of the words, too. If you can’t figure out the meaning of a word, look it up in a dictionary.  \nword:    \nword:    \nword:    \nword:    \nword:    \nword:    \n50 Graphic Organizers for the Interactive Whiteboard © Jacobson & Raymet, Scholastic Teaching Resources","cbCaig2XzTXbSamV","https://ap.wps.com/l/cbCaig2XzTXbSamV","pdf",785197,"English","# Purpose\n# How to Use the Organizer\n# Examples\n## Primary Grades\n## Intermediate Grades\n# Student Activity Instructions","[{\"question\":\"What is the Vocabulary Quilt organizer used for?\",\"answer\":\"It helps children identify new vocabulary and determine word meanings using context clues. When context is insufficient, it encourages using dictionary skills.\"},{\"question\":\"How should a teacher demonstrate using the organizer?\",\"answer\":\"The teacher should model selecting a word, searching for context clues, and recording the inferred meaning. Thinking aloud and highlighting clue words are recommended.\"},{\"question\":\"What do students do as they read using the Vocabulary Quilt?\",\"answer\":\"Students write new words in the squares and also write the meanings they infer. If they cannot figure out a word’s meaning, they look it up in a dictionary.\"}]","Vocabulary Quilt - Organizer Purpose and How to Use - Reading Comprehension | PDF",1790586236]