Unit 19 - Voyager Learning

COMPREHENSION AND SKILL ACTIVITY 6CROSSWORD PUZZLECOMPREHENSION PROCESSESRemember, UnderstandPROCEDURESFor each step, demonstrate and guide practice, as needed. Then have students complete thepage independently.Vocabulary: Sentence Completion—Specific Instructions• Tell students that they will complete a crossword puzzle. Say something like:Today, you get to do a crossword puzzle. A crossword puzzle has blanks for words that go downthe page and across the page.• Have students read the words in the word bank. Then have students read the sentences andfill in the blanks with words from the bank. Say something like:Put your finger on the box that says “Word Bank.” Read the words.(disguise, sensational, alter, absurd, recently, unique)Now, let’s complete each of the sentences with the correct word from the word bank.Read sentence one. (We blank read a book about Flat Stanley.)Look at the word bank. When did we read Flat Stanley? (recently)Read the sentence with the word recently to see if it makes sense.(We recently read a book about Flat Stanley.)Does that make sense? (yes) Recently will be number one in the word puzzle.Look at the label above the sentence. Now look at the puzzle.Will the word go down or across? (down)Find it on the puzzle and cross out the word recently in the word bank.Read Item 2. (He was blank because he was as flat as a pancake.)Look at the word bank. What word belongs in the blank? (unique)Let’s read the sentence with that word to see if it makes sense.(He was unique because he was as flat as a pancake.) Does that make sense? (yes)So what will you do next? (Write the word in the puzzle.)Then cross the word out in the . . . word bank.Will the word unique be written down or across? (down)• Repeat for items 3–6, as needed.• Have students write the correct words in the crossword puzzle.102