Vocabular eaching Guide · 214 ®Making Meaning Vocabulary Teaching Guide, Grade 2 Ask: Q What might you do to collect your things? [Point to prompt 1.] Turn to your partner. WA1

© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Sample Lessons, Grade 2 Explore the new digital resources at ccclearninghub.org.

THIRD EDITION

CCC Collaborative Literacy

2GRADE

Vocabulary Teaching Guide

S A M P L E L E S S O N

Making Meaning® Vocabulary Sample Lessons, Grade 2 © Center for the Collaborative Classroom collaborativeclassroom.org

210 Making Meaning® Vocabulary Teaching Guide, Grade 2

R E S O U R C E SRead-aloud • Erandi’s Braids by Antonio Hernández Madrigal, illustrated by Tomie dePaola

More Strategy Practice • “Discuss Shades of Meaning with Grip, Grab, and Hold ”

Extension • “Explore English Words Borrowed from Spanish”

Week 13

Online ResourcesVisit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.

Whiteboard Activities • WA1–WA7

Reproducibles • Week 13 family letter (BLM1)

• (Optional) “Week 13 Word Cards” (BLM2)

Professional Development Media • “Using Web-based Whiteboard Activities” tutorial (AV42)


Week 13 211

Words Taughtprepare

embarrass

grip

huddle

Words Reviewedcollect

expand

sniffle

stuff

tourist

Word-learning Strategies • Using context to determine word meanings

• Recognizing shades of meaning (review)

Vocabulary Focus • Students learn and use four words from the story.

• Students use context to determine word meanings.

• Students discuss shades of meaning.

• Students review words learned earlier.

• Students build their speaking and listening skills.

Social Development Focus • Students work in a responsible way.

• Students explain their thinking.

• Students build on one another’s thinking.

DO AHEAD ✓ Look over this week’s Ongoing Review and collect the following word cards: 39, 45, 46, 47, and 48. Set aside a few minutes periodically during the week to review these words.

✓ Prior to Day 2, collect a set of house keys, a coffee mug, or some other personal item to act out the word grip. (See Step 3.)

O V E R V I E W

(continues)


DO AHEAD (continued)


✓ (Optional) Prior to Day 2, review the more strategy practice activity “Discuss Shades of Meaning with Grip, Grab, and Hold” on page 224.

✓ Prior to Day 3, visit the CCC Learning Hub (ccclearninghub.org) to access and print this week’s family letter (BLM1). Make enough copies to send one letter home with each student.

✓ (Optional) Visit the CCC Learning Hub (ccclearninghub.org) to access and print “Week 13 Word Cards” (BLM2). These cards can be used to provide your students with more opportunities to review the words.


Week 13 OOngoing Review 213

In this lesson, the students: • Review words learned earlier

• Build their speaking and listening skills

• Listen to one another

• Take responsibility for themselves

Words ReviewedcollectCollect means “gather things together.”

expandExpand means “grow bigger.”

sniffleSniffle means “sniff again and again, usually because you are crying or have a cold.”

stuffStuff means “push or force something into something else.”

touristA tourist is a “person who travels for fun or to learn about other places.”

R E V I E W T H E W O R D S1 Briefly Review the Words

Place the word cards in the pocket chart. Review the pronunciation and meaning of each word.

P R AC T I C E U S I N G T H E W O R D S2 Do the Activity “What Might You Say or Do?”

Tell the students that you will describe an imaginary situation, and partners will discuss what they might say or do if they were in that situation. Display the ongoing review prompts ( WA1) and explain that the students will use these prompts to discuss the review words.

Have the students imagine the following scenario:

• You are playing softball at your cousin’s house. Your mother tells you to collect your things because it is time to go home.

Materials

•Word cards 39, 45, 46, 47, 48

•Pocket chart

•Ongoing review prompts (WA1)

Ongoing Review Week 13



Ask:

Q What might you do to collect your things? [Point to prompt 1.] Turn to your partner.

WA1

To collect post cards for each place I visit, I might . . .

If my brother heard me sniffle, I might . . .

To help stuff the Thanksgiving turkey, I might . . .

To expand the size of my soccer team, I might . . .

If I were planning to be a tourist in Mexico, I might . . .

To stuff the sleeping bag into the backpack, I might . . .

If my best friend were sniffling and coughing, I might . . .

To expand the size of my tree house, I might . . .

To collect my things, I might . . .

MM3e_VTG_G2_W13_WA1_6019.png MM3e_VTG_G2_W13_WA1_6019annoA.pdf

PROMPT 1: “To collect my things, I might . . .”

After partners have talked, have a few volunteers use the prompt to share their thinking with the class.

Using the same procedure, discuss the following scenarios:

• You want to expand the size of your tree house.

Q What might you do to expand the size of your tree house? [Show prompt 2.] Turn to your partner.

PROMPT 2: “To expand the size of my tree house, I might . . .”

• You hear your best friend sniffling and coughing.

Q What might you say or do if your best friend were sniffling and coughing? [Show prompt 3.] Turn to your partner.

PROMPT 3: “If my best friend were sniffling and coughing, I might . . .”

3 Continue the Activity During the WeekUsing the same procedure, continue the activity during the week with the situations and questions that follow. Briefly review the meanings of the words before the activity.

• You are packing up your sleeping bag in a backpack. You are not sure if it will fit, but you try to stuff it in.

Q What might you do to stuff the sleeping bag into the backpack? [Show prompt 4.] Turn to your partner.

PROMPT 4: “To stuff the sleeping bag into the backpack, I might . . .”


Week 13 OOngoing Review 215

• You are planning on being a tourist in Mexico for a week.

Q What might you say or do when planning to be a tourist in Mexico for a week? [Show prompt 5.] Turn to your partner.

PROMPT 5: “If I were planning to be a tourist in Mexico, I might . . .”

• You want to expand the size of your soccer team.

Q What might you say or do to expand the size of your soccer team? [Show prompt 6.] Turn to your partner.

PROMPT 6: “To expand the size of my soccer team, I might . . .”

• Your grandmother asks you to help stuff the Thanksgiving turkey with sausage, apples, and bread.

Q What might you do to help stuff the Thanksgiving turkey? [Show prompt 7.] Turn to your partner.

PROMPT 7: “To help stuff the Thanksgiving turkey, I might . . .”

• Your brother hears you sniffle at the end of a sad movie.

Q What might you say or do if your brother heard you sniffle at the end of a sad movie? [Show prompt 8.] Turn to your partner.

PROMPT 8: “If my brother heard me sniffle, I might . . .”

• You decide to collect post cards for each of the places you visit.

Q What might you do to collect post cards for each of the places you visit? [Show prompt 9.] Turn to your partner.

PROMPT 9: “To collect post cards for each place I visit, I might . . .”



In this lesson, the students: • Learn and use the words prepare and embarrass

• Use context to determine word meanings



Words Taught

prepare (p. 5)Prepare means “get ready to do something or make something ready.”

embarrass (p. 20)Embarrass means “make someone feel ashamed or uncomfortable.”

ABOUT USING CONTEXT TO DETERMINE WORD MEANINGS

In this week, we formally introduce the students to using context to determine word meanings, an important word-learning strategy they can use in their independent reading. In this lesson, the students learn that they can sometimes figure out the meaning of a word by reading the sentence that includes the word, or the sentence before or after, and looking for clues to determine the word’s meaning. In subsequent lessons, the students review and practice the strategy. It is important to point out that we have the students practice the strategy only when the text of a read-aloud provides explicit clues to a word’s meaning. If you wish to use other texts to provide the students with more practice in using context, we suggest that you look for words that are clearly defined or explained by the context, so that the students will not have to guess at the meanings. For a complete table of words for which students use context to determine their meanings in grade 2 and the weeks in which they are introduced, see Appendix C. For more information about using context to determine word meanings and other word-learning strategies, see “Independent Word-learning Strategies” in the Introduction.

Materials

•Erandi’s Braids

•“Sentences from Erandi’s Braids” chart (WA2)

•Word cards (WA3)

•Day 1 prompts (WA4)

Introduce Prepare and EmbarrassDay 1


Week 13 ODay 1 217

I N T R O D U C E A N D U S E P R E PA R E1 Introduce Prepare and Using Context to Determine

Word MeaningsBriefly review Erandi’s Braids.

Display the “Sentences from Erandi’s Braids” chart ( WA2). Show page 5 of the book and remind the students that in this part of the story Erandi is helping Mamá make tortillas. Read the charted sentences where they appear on page 5 aloud, emphasizing the word prepare.

Tell the students that the first word they will learn today is prepare. Direct their attention to the context sentences on the chart (WA2), and explain that these are the sentences you just read. Point to the word prepare and underline it.

Remind the students that they can sometimes figure out the meaning of an unfamiliar word—like prepare—by looking for clues. Review that they can look for clues in the sentence that includes the word or in the sentences that come before or after it. Explain that, as you read the sentence that includes the word prepare again, you want the students to think about what prepare might mean and which words in the sentence are clues to the meaning of prepare.

Read the sentence that includes prepare aloud. Then discuss as a class:

Q Based on what you just heard, what do you think the word prepare might mean?

Point to the first prompt and read it aloud.

PROMPT: “I think prepare might mean . . .”

If necessary, explain that prepare means “get ready to do something or make something ready.” Then discuss:

Q What clues help you figure out the meaning of the word prepare?

Point to the second prompt and read it aloud.

WA2Sentences from Erandi’s BraidsWhen Mamá finished, Erandi helped her prepare the

dough for the tortillas.

As she mixed and patted, Erandi heard voices

from a loudspeaker in the street.

PROMPT: I think prepare might mean . . .

PROMPT: The clues help me figure out

the meaning of the word prepare.

MM3e_VTG_G2_W13_WA2_6021.png MM3e_VTG_G2_W13_WA2_6021_annoA.pdf

Teacher NoteAlternatively, you might write the context sentences where everyone can see them.

E ELL NoteThe Spanish cognate of prepare is preparar.

Technology TipTo find web-based activities that focus on using context to determine word meanings, you might search online using the keywords “whiteboard context clues activities.” For more information, view the “Using Web-based Whiteboard Activities” tutorial (AV42).



PROMPT: “The clues [‘mixed and patted’] help me figure out the meaning of the word prepare.”

Have a few volunteers use the prompt to share their thinking with the class. Circle the context clues on the chart as the students identify them. If necessary, point out that the words mixed and patted are clues that help us figure out that “prepare the dough” means “get the dough ready for the tortillas.”

Display this week’s word cards ( WA3) and reveal word card 49. Point to the word prepare and have the students say the word.

WA3

52

50

51

49


prepare

2 Talk About How to PrepareTell the students that partners will use the word prepare to discuss some questions. Display the day 1 prompts ( WA4) and explain that the students will use these prompts to discuss the words today.

Ask:

Q What toppings would you use to prepare a pizza? Why? [Point to prompt 1.] Turn to your partner.

WA4

WA4

To prepare a pizza, I would use . . .

To prepare to go to the swimming pool, I would . . .

I [would/would not] be embarrassed because . . .


PROMPT 1: “To prepare a pizza, I would use . . .”


Teacher NoteYou may want to show the illustration on page 5 and explain that sometimes an illustration can help us figure out the meaning of a word. Point to Erandi in the illustration and point out that the picture shows her preparing the dough, or getting it ready, by mixing it in a bowl.


Week 13 ODay 1 219

Then ask:

Q What would you do to prepare to go to the swimming pool? Why? [Show prompt 2.] Turn to your partner.

PROMPT 2: “To prepare to go to the swimming pool, I would . . .”

Have a few volunteers share their thinking with the class.

Point to the word prepare on the word cards (WA3) and review the pronunciation and meaning of the word.

I N T R O D U C E A N D U S E E M B A R R A S S3 Introduce and Define Embarrass

Show pages 20–21 of Erandi’s Braids and review that, in this part of the story, Mamá tries to sell her hair. Read the first three sentences on page 20 aloud, emphasizing the word embarrassment.

Explain that Mamá is embarrassed when the barber says her hair is not long enough, and that embarrass means “make someone feel ashamed or uncomfortable.” Explain that Mamá is so embarrassed by the barber’s words that her face gets red and she turns to leave without saying a word.

Direct the students’ attention to the word cards (WA3), reveal word card 50, and have the students say the word embarrass.

4 Discuss Being EmbarrassedExplain that you will describe a situation, and partners will discuss whether they would be embarrassed and why.

Begin by reading the following situation aloud:

• You fall asleep in class.

Ask:

Q Would you be embarrassed? Why? [Show prompt 3.] Turn to your partner.

PROMPT 3: “I [would/would not] be embarrassed because . . .”


Using the same procedure, discuss:

• You trip and fall down while you are running.

• You ask someone to play with you and the person says no.

Point to the word embarrass on the word cards (WA3) and review the pronunciation and meaning of the word.

Teacher NoteSave the word cards (WA3) to use on Day 2.



E X T E N S I O NExplore English Words Borrowed from SpanishRemind the students that Erandi’s Braids takes place in Mexico and that the author, Antonio Hernández Madrigal, uses Spanish words in the story, including buenos días (good morning), mi hija (my daughter), Señor (Mr.), and Señora (Mrs.). Tell the students that the story also includes some Spanish words that are so commonly used among speakers of English that they have become part of the English language. Explain that we say these words are “borrowed” from Spanish.

Show page 5 of Erandi’s Braids and review that Erandi helps her mother prepare food in the morning. Read the first sentence on page 5 aloud, emphasizing the word tortillas. Explain that tortilla is a word borrowed from Spanish and now widely used by English speakers. Write the word tortilla where everyone can see it, and ask:

Q What is a tortilla?

Q Who has eaten a tortilla? Tell us about it.

If necessary, explain that tortillas are “thin pancakes made of cornmeal or flour.”

Show page 8 and explain that the author uses another word borrowed from Spanish in this part of the story. Read the last sentence on page 8 aloud, emphasizing the word fiesta. Write the word fiesta where everyone can see it, and ask:

Q What is a fiesta?

Q Who has been to a fiesta? Tell us about it.

If necessary, explain that a fiesta is a “party or celebration with food, music, and dancing.”

Explain that there are many other English words borrowed from Spanish, and discuss a few of the following: canyon, lasso, mosquito, patio, rodeo, taco, and tornado.


Week 13 ODay 2 221

In this lesson, the students: • Review the words prepare and embarrass from Day 1

• Learn and use the words grip and huddle

• Discuss shades of meaning


• Explain their thinking

Words Taught

grip (p. 17)Grip means “hold something very tightly.”

huddle (p. 17)Huddle means “move in close to someone or crowd together in a tight group.”

R E V I E W T H E W O R D S1 Briefly Review Prepare and Embarrass

Display the word cards ( WA3) from Day 1. Review the words by having the students tell what they know about them.

I N T R O D U C E A N D U S E G R I P2 Introduce and Define Grip

Show pages 16–17 of Erandi’s Braids and remind the students that in this part of the story Mamá and Erandi are waiting in line at the barber shop. Read page 17 aloud, emphasizing the word gripped.

Tell the students that grip means “hold something very tightly.” Explain that people sometimes grip things when they are feeling worried or afraid.

Point to Erandi in the illustration on page 17 and explain that she is gripping her mother’s hand, or holding it tightly, because she is worried that the barber will cut off her braids.

Materials

•Erandi’s Braids

•Word cards (WA3) from Day 1


•A set of house keys, a coffee mug, or some other item to use to act out gripping, collected ahead

Introduce Grip and Huddle Day 2



Direct the students’ attention to the words cards (WA3) and reveal word card 51. Point to the word grip and have the students say the word.

WA3

52

50

51

49


embarrass

grip

prepare

3 Act Out and Discuss Gripping ThingsReview that people sometimes grip things when they are worried or afraid. Explain that people also grip things when they do not want to lose or drop them. Act out gripping something, such as a set of keys or a coffee mug.

Discuss as a class:

Q What did you see me do when I gripped my [keys]?

Display the day 2 prompts ( WA5) and explain that the students will use these prompts to discuss the words today. Point to prompt 1 and have a few volunteers use the prompt to share their thinking with the class.

WA5

WA5

When you gripped your , you . . .

I gripped because . . .

I [would/would not] huddle with my friends because . . .


PROMPT 1: “When you gripped your [keys], you . . .”

Then ask:

Q When have you gripped something, or held something tightly? Why did you grip it? [Show prompt 2.] Turn to your partner.

PROMPT 2: “I gripped [my little sister’s hand] because . . .”


Point to the word grip on the word cards (WA3) and review the pronunciation and meaning of the word.

E ELL NoteTo provide more practice with the word grip, you might have a volunteer model gripping an object such as an eraser or a marker and ask the students to comment on what they saw the volunteer doing.

Teacher NoteSupport struggling students by asking questions such as “When have you held onto something tightly because you were frightened?” and “When have you held something tightly because you did not want to drop or lose it?”


Week 13 ODay 2 223

I N T R O D U C E A N D U S E H U D D L E4 Introduce and Define Huddle

Show page 17 again and review that Erandi is frightened. Reread this sentence aloud, emphasizing the word huddled: “She gripped Mamá’s hand and huddled in her skirt.”

Explain that huddle means “move in close to someone or crowd together in a tight group.” Explain that Erandi huddles, or moves in close to Mamá, because she is afraid. Huddling in Mamá’s skirt makes her feel safer.

Direct the students’ attention to the word cards (WA3), reveal card 52, and have the students say the word huddle.

5 Think About HuddlingExplain that people often huddle when they are afraid, cold, or want to talk or look at something together. Show the illustration on page 17 and point to the huddling women. Explain that they are probably huddling because they want to talk together.

Tell the students that you will describe a situation and partners will discuss whether they would huddle if they were in that situation.

Begin by reading the following situation aloud:

• Imagine you are camping with some friends in a tent in your backyard. You are telling scary stories. Suddenly you hear a strange noise outside the tent.

Ask:

Q Would you huddle with your friends? Why? [Show prompt 3.] Turn to your partner.

PROMPT 3: “I [would/would not] huddle with my friends because . . .”


Using the same procedure, discuss:

• Imagine you are on a class trip to a farm. You notice an egg starting to hatch. You shout to your friends, “It’s hatching! Come and look!”

Point to the word huddle on the word cards (WA3) and review the pronunciation and meaning of the word.

Teacher NoteSave the word cards (WA3) to use on Day 3.



M O R E S T R AT E G Y P R AC T I C EDiscuss Shades of Meaning with Grip, Grab, and HoldWrite the words grip, grab, and hold where everyone can see them. As a class, discuss:

Q How are the words grip and hold alike? How are they different?

If necessary, review that grip and hold mean about the same thing, with one important difference: if you grip something, you don’t just hold it, you hold it very tightly. You could hold something gently, but you could never grip something gently.

Ask:

Q If you were on a roller coaster, would you grip the handle in front of you or simply hold it? Why? Turn to your partner.

After partners have talked, have one or two volunteers briefly share their thinking with the class. Then ask:

Q If your friend were showing you his new pet kitten and handed it to you, would you grip the kitten or simply hold it? Why? Turn to your partner.

After partners have talked, have one or two volunteers share their thinking.

Now ask the students what they know about the word grab. Ask:

Q How are the words grip and grab alike? How are they different?

If necessary, explain that grabbing is related to gripping and holding, but grabbing is what we do when we first pick something up or first take hold of it. You might grab your bag on your way out of the house, but you don’t continue grabbing it all the way to school.

Ask:

Q If you were the batter in a game of softball, which would you do first: grab the bat or grip the bat? Why? Turn to your partner.

After partners have talked, have one or two volunteers use the prompt to share their thinking.

Teacher NoteIf you started a “Just the Right Word” chart, add the word grip to it along with its definition, “hold something very tightly.”


Week 13 ODay 3 225

In this lesson, the students: • Review and practice using this week’s words



Words ReviewedpreparePrepare means “get ready to do something or make something ready.”

embarrassEmbarrass means “make someone feel ashamed or uncomfortable.”

gripGrip means “hold something very tightly.”

huddleHuddle means “move in close to someone or crowd together in a tight group.”

R E V I E W T H E W O R D S1 Briefly Review This Week’s Words

Display the word cards ( WA3) from Day 2.

WA3

52

50

51

49


huddle

embarrass

grip

prepare

Explain that you will ask partners to discuss a question, and then a few of them will share their partner’s thinking with the class. Display the day 3 prompts ( WA6) and explain that the students will use these prompts to discuss the words today.

Materials

•Word cards (WA3) from Day 2


•Weekly review activity (WA7)

•Copy of this week’s family letter (BLM1) for each student

Weekly Review Day 3



Ask:

Q Which of the words do you think you might use as you talk to your friends or family this week? How might you use the word or words? [Point to prompt 1.] Turn to your partner.

WA6

WA6

I might use the word because . . .

My partner said [he/she] might use the word

because . . .

I think makes the best ending because . . .

MM3e_VTG_G2_W13_WA6_6024.png MM3e_VTG_G2_W13_WA6_6024annoA .pdf

PROMPT 1: “I might use the word [prepare] because . . .”

After partners have talked, point to prompt 2 (WA6) and have a few volunteers use the prompt to share their partners’ thinking with the class.

PROMPT 2: “My partner said [he/she] might use the word [prepare] because . . .”

P R AC T I C E U S I N G T H E W O R D S2 Introduce the Game “Finish the Story”

Tell the students that they are going to play a game called “Finish the Story.” Explain that you are going to read some stories and that you will leave off the last word of each story. Then you will point to this week’s words and the students will decide which word makes the best ending for the story. Tell the students that they will discuss the first story as a class, and then you will ask partners to discuss the other stories with each other and share their thinking with the class.

Display the weekly review activity ( WA7) and begin playing the game:

1. Click 1 to reveal the first story and the word choices. Point to the story and read it aloud twice, slowly and clearly. Point out that the ending is missing.

• Story 1: Mr. and Mrs. Harding are going out to dinner. “When do we need to be at the restaurant?” Mrs. Harding asks. “I need time to .”

Teacher NoteEach story on the weekly review activity (WA7) has a corresponding number: the first story is 1; the second story is 2; the third story is 3; and so on. To play the game, click the corresponding number four times:

• The first click reveals the story and the word choices. • The second click reveals the prompt. • The third click reveals the correct answer and the story with the answer in place. • The fourth click clears the screen.


Week 13 ODay 3 227

2. Give the students a few moments to think about the story. Then point to the words and read each word aloud. Ask:

Q Which word makes the best ending for the story? Why do you think that?

Click 1 again to reveal the prompt. Point to the prompt and read it aloud.

PROMPT: “I think [prepare] makes the best ending because . . .”

Have a few volunteers use the prompt to share their thinking with the class.

3. Conclude the discussion of this story by clicking 1 a third time to highlight the correct vocabulary word and reveal the story with the correct word in place.

Reread the story with the word prepare at the end.

WA7

1 2 3 4 5 6

prepare embarrass grip huddle

STORY 1: Mr. and Mrs. Harding are going out to

dinner. “When do we need to be at the restaurant?”

Mrs. Harding asks. “I need time to prepare.”

4. Click 1 to clear the screen.

3 Continue Playing the Game in PairsNow play the game in pairs:

1. Click 2 to reveal the second story. Read the story aloud twice, slowly and clearly.

• Story 2: During dinner, Mrs. Harding drops her water glass. “Goodness!” she exclaims. “The glass is slippery and hard to

!”

2. Give the students a few moments to think about the story. Then point to the words and ask:

Q Which of these words makes the best ending for the story? Why do you think that? [Click 2 again and read the prompt aloud.] Turn to your partner.

PROMPT: “I think [grip] makes the best ending because . . .”

Teacher NoteThe prompt for this activity also appears as prompt 3 on the day 3 prompts (WA6).

Teacher NoteIf you are not using an interactive whiteboard, you might post the word cards and write the clues where everyone can see them.



Have partners use the prompt to take turns answering the questions. When partners have finished talking, signal for their attention and have one or two pairs use the prompt to share their thinking with the class.

3. Conclude the discussion of this story by clicking 2 a third time to highlight the correct vocabulary word and reveal the sentence with the correct word in place. Then reread the story with the word grip at the end.

4. Click 2 to clear the screen.

Repeat the procedure to discuss the following stories:

• Story 3: Later Mr. Harding accidentally trips the waiter. Food spills. Dishes shatter. There is quite a racket. “Oh my,” Mr. Harding groans. “I am so .” (embarrassed)

• Story 4: As Mr. and Mrs. Harding leave the restaurant, it starts to rain. Mrs. Harding opens her umbrella and says, “Come under the umbrella, dear. We can both fit if we .” (huddle)

Teacher NoteSend home with each student a copy of this week’s family letter (BLM1). Encourage the students to talk about this week’s words with their families.

Documents

Vocabular eaching Guide · 214 ®Making Meaning Vocabulary Teaching Guide, Grade 2 Ask: Q What might you do to collect your things? [Point to prompt 1.] Turn to your partner. WA1