VOCABULARY LESSON PLAN

Name: Amelia Jennings Date: 9/30/2015 Content/Grade: Language Arts/Grade 1

Preparation to Teach

State Standards: CCSS.ELA-LITERACY.L.1.4.A

Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.1.5
With guidance and support from adults, demonstrate understanding of word
relationships and nuances in word meanings.
Lesson Objectives: The students will apply their understanding of illustrations and story context to
determine meaning of new words.
In addition, the students will be able to distinguish shades of meaning between the
new words and familiar concepts.
Materials: Sheep in a Jeep by Nancy Shaw, Whiteboard, Vocabulary Word Worksheets

Notes:
 Instructional Sequence

Anticipatory Set: 5-10 minutes

Instructional Strategy/Student Activity Rationale: (Class Learning Preferences/Skills or

Introduce the activity: explain that the students Knowledge)
will hear a story about some sheep and their car. In order to infer meaning from context, students
must have a grasp on the context, which in this
Read the story interactively, asking questions and case includes seeing the pictures and
making comments. understanding the story.
Adaptations (Student Needs) Students can:
No adaptations (all students will sit and listen). -listen and follow along
-observe illustrations

IEP 504 EL GATE

Formative Monitoring/Assessment Rationale:

Reading comprehension questions get students
thinking about how the text and pictures fit Questions direct students to what they should be
together, as well as show what connections and paying attention to (or, that they should be paying
meaning the students already know. attention at all).

Questions directed at visual representations of

words start building bridges of understanding for
English Learners who may be still unfamiliar with
English words.
Identify Adaptations (Student Needs)
Questions give GATE students an opportunity to
IEP 504 EL GATE show understanding, especially if they feel the
teacher has selected an easier text based on a
misunderstanding of their abilities.
 Instructional Input: 10 minutes

Instructional Strategy/Student Activity Rationale:

Preview vocabulary words:
leap (13), tug (19), yelp (22), steer (27), weep (29)
While writing the words on the side of the white
board, tell students that these are some new words
from the book to know.
While these words are not high frequency per
say, they are similar to higher frequency words
and give an opportunity to define shades of
meaning.

Start reading though text again, asking for meaning of Starting to read the story again puts the word in
leap from context. Try substituting similar words. the full context of the story.
In order to substitute, students must look to the
Practice child-friendly defining, telling EACH STEP: context (trains them in this practice).
What other actions are LIKE leap?
How is leap DIFFERENT? Students learn a procedure of connecting new
Show a PICTURE/MOTION to show leap. content to previous knowledge.
(Start Vocab Word Worksheets during this portion.) This model requires that they see differences
(why have two words that mean the exact same
Identify Adaptations (Student Needs) thing?)
Motion and pictures reinforce meaning by
504 GATE exercising spatial and kinesthetic intelligences.
For students with ADHD, Explain that, even if
use motions as the students know the words
starting point for defining already, the process can
(move, then describe be used to learn all kinds
what you are doing). of new words. Offer for
them to come up with
many LIKEs and complex
demonstrations.

Formative Monitoring/Assessment Rationale:

While asking for suggestions, ask for justification for Asking for reasoning reveals to the teacher how
answers: why do you think it could mean jump? the student comes to their conclusions are they
Why do you think the author chose leap instead of picking it up from their neighbor, or from the
jump, then? picture, or did they already know it?

Identify Adaptations (Student Needs)

504 GATE
Ask the same questions Monitor for signs of
about why, prompting boredom/disengagement.
students to
demonstrate the
differences with their
actions again.
 Guided Practice: 10 minutes
Instructional Strategy/Student Activity
Walk through the second vocabulary word
definition process with the students:
How will we find out what steer means?
What are the steps?
Guide the process with leading questions:
What do we do with cars?
Is steering the same as driving? How is it
different?
How are the sheep NOT doing that in the
picture?
Identify Adaptations (Student Needs)
IEP 504 EL GATE
Formative Monitoring/Assessment
After asking for the defining steps, ask students to
point to each step on their papers (check to ensure
they are pointing at the appropriate spot).
Survey a variety of different students for input
(student engagement/participation).
Identify Adaptations (Student Needs)
IEP 504 EL GATE
Rationale:
Students know from class procedures that we
always listen for instruction steps the FIRST time,
then look to the board or papers for help
remembering.
Draw on students knowledge in a different way
steer doesnt really have a synonym in the same
way that leap did, but they can still use our
defining process to figure it out. (Context of
storyline, distinctions between actions, use the
illustrations.)
Rationale:
If they truly recall the process, they will not only
be able to repeat the instructions, but will know
where they used those processes (on the chart in
different spots).
 Independent Practice: 20 minutes

Instructional Strategy/Student Activity Rationale:

Direct students to remainder of words on the Set segments of work time alone and with
board and explain: partners requires students to focus on the task at
Each word will be displayed on its page in hand.
the book and students will have time to do Individual work enables students to test their own
STEP 1 on their own, then share with their working knowledge, while group work lets them
neighbor when the teacher tells them to. share and collaborate in the more creative
Repeat for STEP 2, and have students do processes.
STEP 3 with their neighbors.
Identify Adaptations (Student Needs) In 504 adaptation:
Teachers/aids do not give the steps or help
504 EL
suggest words, but help students stay on task.
Students with ADHD English learners can
will start with individual observe students who
aid from a teacher or are acting out their
aid to prompt each words to learn the
step, continuing to use words with a visual
motions and pictures context for the LIKE and
from the book first to DIFFERENT words.
allow for movement
while coming up with
words.

Formative Monitoring/Assessment Rationale:

Monitor the room, checking in with
students on their individual and group
work (Go and ask students should be
quiet enough that you cannot hear them
without intentionally engaging).
Between each word, ask for volunteer
answers to each step. Write closer/correct
ones on the board and ask those students
how they decided those meanings.
Identify Adaptations (Student Needs)
504 & EL
Whether they have given their answer or not, offer
to all students to act out their definitions.
Monitoring during student work time results in
hearing not only the answers, but how they came
to them (hopefully using context and discerning
differences).
Discussing the various different answers and
highlighting how students reached the better
answers help the teacher see the variation of
understand while couching the activity in terms of
comparing findings. (This makes it safer and less
critical, but still emphasizes the right answer so
that that is the lasting learning impression.)
 Closure: 5 minutes

Instructional Strategy/Student Activity Rationale:

Students will now use their new words in
sentences.
Pick ONE word
Make a sentence (Try to write it down)
Share with the class, then a neighbor
In order to use a word correctly, the students must
know what the word really means.
This also encourages students creativity in coming
up with different contexts for the word.

Identify Adaptations (Student Needs)

IEP 504 EL GATE

Formative Monitoring/Assessment Rationale:

Listen to sentences to hear how students use the
words.
Assess whether the use is accurate with the
meaning. If not, ask what for the students
definition of the word.
Students may misunderstand the word itself OR
simply not know how to use it. By checking
meaning first, you have the opportunity to affirm
correct definitions or catch inaccurate ones.

Identify Adaptations (Student Needs)

IEP 504 EL GATE

 Reflection

Success:

Struggles:

Future Ideas:
 Vocabulary Word Worksheet
Name:_______________

What do these new words mean?

WATCH Teacher
leap
What words is it LIKE? How are the words Show a PICTURE or
DIFFERENT? MOTION

WITH Teacher
steer
LIKE? DIFFERENT? PICTURE or MOTION
ON Your Own
1. tug
LIKE? DIFFERENT? PICTURE or MOTION

2. yelp
LIKE? DIFFERENT? PICTURE or MOTION

3. weep
LIKE? DIFFERENT? PICTURE or MOTION