UDL principles already in first draft of this lesson: Provide multiple means of representation Provide multiple means of action

on and expression Provide multiple means for engagement UDL principles added to second draft of this lesson: Provide multiple means of representation Provide multiple means of action and expression Provide multiple means for engagement

Vocabulary Acquisition Lesson Plan

Grade Level:
First Grade Fourth Grade Fifth Grade

Standards Addressed Within This Lesson:

Expanded Core Curriculum for Deaf and Hard of Hearing Students
Comprehension: Student participates in experiences that increase vocabulary and background knowledge to improve comprehension. Concept Development: Student selects appropriate resource to complete assignments (encyclopedia, dictionary, internet, etc.) Student uses problem solving to meet personal needs, resolve conflicts, and make decisions.

IEP Goals: 1st Grade:

In 36 instructional weeks, when given five vocabulary words taken from the first grade reading series, the student will be able to match the vocabulary words to their definitions with 100% accuracy in 3 out of 4 consecutive trials. In 36 instructional weeks, when given oral and/or written vocabulary tests over 12 words chosen from grade level general education materials, the student will score 92% or higher in 4 out of 5 consecutive data points. In 36 instructional weeks, when given a list of ten vocabulary words from the first grade reading series, the student will use sign language to define the words presented to her with 90% accuracy in three consecutive data points.

4th Grade:

5th Grade:

State of Iowa Core Content Standards and Grade Level Benchmarks: 1st Grade:
Standard Language Benchmark Vocabulary Acquisition and Use

4th Grade:
Reading Standard for Informational Text: Craft and Structure Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade four topic or subject area. Reading Standard for Literature: Craft and Structure Benchmark: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology.

5th Grade:
Standard Language Benchmark Vocabulary Acquisition and Use

District Standard and Grade Level Benchmarks: 1st Grade:

Standard: Students listen, view, and speak for a variety of purposes and in a variety of contexts Benchmark: Listen for a variety of purposes using effective techniques Benchmark: Speak for a variety of purposes using effective techniques Standard: Students read and interpret a wide range of print and non-print texts to build understanding and achieve personal fulfillment. Benchmark: Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Standard: Students read and interpret a wide range of print and non-print texts to build understanding and achieve personal fulfillment. Benchmark: Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

4th Grade:

5th Grade:

Lesson Plan:
This will be the second lesson in a series of two lessons. The first lesson will involve teacher modeling, discussion, and guided practice teaching students how to figure out when they dont understand a word that they come across either through speech, sign, or reading. 1st and 5th grade students will document words that they don't understand as they come across them within their reading series. 4th grade students will write down content vocabulary words that they don't understand as they come across them within the context of their general education classroom. Students will choose one word to work on at a time. Using their own student page on our classroom vocabulary web site, each student will document what they think they know about a particular word that they didn't understand when they came across it in class. (This may be done in the form of a bulleted list or documented on a concept map using Popplet.) Students will use whatever tools they find most useful to figure out the meaning of that word. (some such tools may be ASLpro.com, an online sign language dictionary, our classroom sign language software, picsearch.com, a dictionary, a google search, etc. Picsearch.com is a search engine that provides safe images for children. We will use this instead of google images because it is difficult to ensure that students will have appropriate pictures show up during their searches when using google images. Students may also use the sign language dictionary app for the ipad which will allow children to look up not only word for word translations of a sign, but also signed definitions of a word.) Have a discussion with students about which tools would be most useful to them and why. Supports that students choose to use should be based on their their language preference and reading level. For example, my fourth grade student would benefit most from reading about words and looking up definitions because many of the words that he will be researching will not have pictures to go with them. Sign language references will not be helpful to him because he does not sign. However my first and fifth grade students, who are just learning to read would benefit more from picture dictionaries and sign language representations of a word. Also I will encourage students to cross reference more than one tool in case the first tool is not helpful or doesnt give them a full understanding of the word. Students will make one product that displays their new understanding of the word. This may include one or more of the following: examples and nonexamples of a word, a definition in their own words, a visual representation of the word, synonyms and antonyms for the word. The more creative the better. It is not acceptable to simply copy down the definition of the word from the dictionary. These products may be created using Wordle, Photovisi, VoiceThread, or Popplet. These will be websites that students are already familiar with. If students choose to use VoiceThread, they will be able to explain their vocabulary words auditorily or they may choose to sign an explanation of their vocabulary words in addition to inserting pictures or videos that describe that vocabulary word. As we introduce more websites to the classroom, such as Animoto, Voki, GoAnimate, etc. students will be able to use these websites as choices for their representations as well. If students need to reference the directions for this assignment, they can look at our classroom vocabulary website where directions will be written in very simple language and pictorial cues will be attached to the directions.

If students would like to see an example of how to create a visual representation of a vocabulary word, they can view a handful of examples on our classroom web page. They can also look at other students vocabulary pages to see how their classmates have chosen to create visual representations of their vocabulary words. When students have finished their representation, they will provide a short description of their finished product. They may choose to write their explanation or I can videotape or audiotape them explaining their representation. I will then translate that explanation into whichever language necessary in order to make the explanation accessible for all. This will be an ongoing project that students will add to throughout the year. Once students become comfortable creating their own representations, we will come up with a word as a class that we all want to explore. We will then create a collaborative page on our classroom vocabulary website where all students will be adding their own representations of that word. They will then comment on each others work via videotaping, audiotaping, or writing, depending upon which method each student feels more comfortable using to share information. I will then translate any information necessary so that the feedback that students provide is accessible to all students.

Additional Information:
For information on how this lesson addresses students prior knowledge and misconceptions, teaches metacognition, and uses inquiry, please visit: http://missewendsclassroomvocabulary.weebly.com/justification.html.