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Introduce Vocabulary: Cloudy with a Chance of Meatballs (Barrett)

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Lesson Type: Introduce
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 20 minutes
Goal: After listening to a fiction read-aloud, students will know the meaning of three Tier Two vocabulary words.

Materials: Cloudy with a Chance of Meatballs (Barrett), board or chart paper

What to Do


Select three Tier Two vocabulary words to teach your students. A list of suggested words appears below. Write the vocabulary words on the board or on chart paper.


1. Introduce the story.

Today we are going to read a story entitled Cloudy with a Chance of Meatballs.

2. Introduce the three vocabulary words you have chosen.

Before we read the story, I want to introduce some new words that we will come across. Please repeat each word after I say it.

3. Read the story.

Let’s read the story. Make sure to listen for today’s vocabulary words and to think about how they are used in the story. If you hear a vocabulary word while I am reading, raise your hand.

4. Define key vocabulary words. See definitions below.

Let’s think about our vocabulary words. The word ______________ means ____________. Does anyone remember how this word was used in the text?

Call on students to answer the question. Then refer to the text to show how the word was used in context. Repeat this process for each vocabulary word.


Now let’s practice what we’ve learned.


Abandon means to leave something behind and not come back to get it. What’s the word?

The city had a problem with people abandoning old cars in town. When high tide comes in, you have to abandon your sandcastle.

I’m going to name some words. If you think the word means to leave something behind and not come back for it, say abandon. Otherwise, stay quiet. Ready?

  • Carry along
  • Take
  • Keep
  • Dump
  • Throw away


Consisted means was made up of. What’s the word?

The candy consisted of sugar and corn syrup. The lazy man’s activities consisted of eating and sleeping.

I’m going to name some things. If you think the thing is made up mostly of sugar, say consisted. Otherwise, stay quiet. Ready?

  • French toast
  • Syrup for French toast
  • Hamburgers
  • Licorice
  • Lollipops


Frequently means happening often. What’s the word?

It rains frequently in London. Are you usually well, or do your frequently have colds?

I’m going to name some things that might happen. If you think the things happen often, say frequently. Otherwise, stay quiet. Ready?

  • Meteors hit the earth
  • Cats hunt birds
  • Snow falls in Alaska
  • People go surfing in Hawaii
  • You have a fire drill at school


Incident means an event or a thing that happens. What’s the word?

The incident caused the TV to fall off the shelf. Do you remember the incident with the cat in the tree?

I’m going to name some words. If you think the word means an event or thing that happens, say incident. Otherwise, stay quiet. Ready?

  • Casserole
  • Mustache
  • Occurrence
  • Occasion
  • Episode


Prediction means a guess of what will happen in the future. What’s the word?

A sportscaster makes a prediction about who will win the game. Are you good at making predictions in science class?

I’m going to name some things that might happen. If you think scientists can guess if the thing will happen, say prediction. Otherwise, stay quiet. Ready?

  • It will rain one year from now
  • It will rain tomorrow
  • An earthquake will happen on Tuesday
  • How many fish will be caught from the ocean in one month
  • How many babies will be born in the United States in one year


Temporary means not lasting forever, or not lasting very long. What’s the word?

Our home is being remodeled, so this mess is only temporary. When you lose a tooth, you have a temporary space in your mouth until a big tooth comes in.

I’m going to name some things you might see around you. If you think the thing won’t last very long, say temporary. Ready?

  • Snow on the ground
  • Mountains
  • River
  • Dust on the windowsill
  • A sign for a yard sale this weekend


For Advanced Students:

If time permits, have students create more examples for the vocabulary words.

For Struggling Students:

If time permits, have students record the words on a Vocabulary Discovery Chart or in a Word Journal.

For ELL Students:

In order to help ELL students learn the words, it may be helpful to use realia and/or to teach cognates.

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