Vocabulary lesson plan
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School
University Of Georgia *
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Course
4150
Subject
English
Date
Apr 3, 2024
Type
Pages
4
Uploaded by CorporalMeerkat3911
Reading Lesson Plan (Vocabulary Lesson 3.1
TEACHER NAME: Regina Ross
LESSON GRADE: 2nd
DATE: March 15, 2022
Learning Intention(s): The student will be able to define vocabulary words related to goods and services
1.
Barter, Money, Price,
Rationale/Alignment to Case Study Student (CSS) Intervention Plan/Tier of Instruction
Sara has a weakness in phonemic awareness skills which hinders her vocabulary
development and comprehension in other content areas. Vocabulary instruction in the
content area of Social Studies will be utilized to help her with her phonemic awareness
skills, vocabulary acquisition, and comprehension skills.
GSE:
ELAGSE2RF3
Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Distinguish long and short vowels when reading
regularly spelled one-syllable words.
S2E2
Identify some ways in which goods and
services are allocated (such as: price, majority
rule, contests, force, sharing, lottery, authority,
first-come-first-served, and personal
characteristics).
Success Criteria-Group
(Please State Expected Outcome):
The students will be able to define 2
out of 3 vocabulary words
The student will apply decoding
skills to read the 3 vocabulary words
Group Outcome Progress:
❏
Met
❏
Progress toward Met
❏
No Progress
Next Step for group:
Group Progress Monitoring/Formative Assessment Data Collection: All the students made progress
towards meeting the criteria for mastery for this lesson. All the students were able to make a connection
with the word and explain what the word means. All of the students were able to make the letter sounds
for most of the letters except the case study student and student number 3 were not able to blend the
sounds independently and read the word. All four students were able to make the flipbooks and do a
vocabulary power comic strip.
Success Criteria-CSS
(T
he students will be able to define 2
out of 3 vocabulary words
The student will apply decoding skills to
read the 3 vocabulary word
s
CSS Outcome Progress:
❏
Met
CSS Progress Monitoring/Formative Assessment Data Collection: The case student was able to write
the vocabulary word, draw an illustration that was indicative of the vocabulary word and she was able to
use the tiles to spell out the words and make some of the sounds of the letters. She did struggle with
blending the sounds to read the words.
❏
Progress toward Met
❏
No Progress
Next Step for CSS:
Collaborating Partners and their Role in Lesson Implementation (Interventionists, Paraprofessionals, Co-teacher, etc): This will be conducted in
a small group that is led by the special education teacher
Number of Students
(group must include CSS) 4
students
❏
Whole Group
❏
Small Group
Length of
Lesson
25 -30
minutes
Materials Needed
●
Pencil
●
Markers
●
Comic strip
●
Vocabulary flipbook
●
Letter tiles
Location of
Lesson
General
education
classroom
small
group
table
Teaching Plan (Be specific and detailed.)
Opening/Model
(Think About: How will you communicate the learning intention(s) and success criteria to your students?)
The teacher will display pictures of popular items: Shoes, PS5 Video games, Car, Pizza, Clothing and she will ask students which items they would want if
they could have one. The teacher will allow students to respond and discuss their answers with them. The teacher will then ask students how would they
obtain those goods. The teacher will allow students to respond and discuss their answers with them. The teacher will then take out some play coins, and
bills and ask students what the money could be used for. The teacher would then explain that one way to get the goods would be to use money. The
teacher will explain to the students that today we will be learning 3 new vocabulary words in social studies that we will be using throughout the economics
unit. The three new words students will learn are barter, money, price.
Work Session
(Think About: How does the work session support the learning intention?)
The teacher will write the three words on the board. Money, price, and barter. The teacher will ask the students to take out their letter tiles and
spell out the first word on their tile board. The teacher will model this on the interactive smartboard. The teacher will move the letters m, o, n, e,
and y onto the interactive tile board. Once the teacher models this, the students will be asked to repeat the same steps on their tile board. Once
the students have placed the letters on the board, the teacher will say each letter of the vocabulary word and ask the students to repeat each letter
after she does. Once all of the letters are repeated by the students, the teacher will say each letter of the vocabulary word(i.e. M and then she
will ask the students what sound does the letter m makes. She will then say each subsequent letter and ask the students what sound each letter
makes until all of the letters are completed. Students will move each letter on their tile board as this is taking place. After the students have said
the sounds of each letter, the teacher will then model how to blend the letters to say the word. The teacher will then ask the students what the
word means and give them 1 minute to turn and talk to discuss their definition. After students discuss their definitions the teacher will use the
interactive board and type the definition next to the word. The teacher will then move to the next word price and ask students to clear their tile
board. The teacher will again use the interactive smartboard to move each letter of the word price to the board. Once the teacher has moved the
word on the interactive board, the teacher will ask the students to move the letters one by one to their tile board until the word is spelled out
completely. Once the word is on their tile board, the teacher will say each letter of the word and ask the students what sound each letter makes.
The teacher will then ask the students to blend the sounds together and read the word. The teacher will then ask the students what they think the
definition of the Word is and allow them to turn and talk and discuss their The teacher will introduce the last vocabulary word barter. The
teacher will ask the students to clear the letters off of their tile boards and the teacher will tell the students that the last word is barter. The
teacher will use the interactive smartboard to move each letter of the word barter on the interactive screen. Once the teacher has modeled
placing the letters on the screen, the students will be asked to move the letters one by one onto their tile board. Once the letters are placed on the
board the teacher will ask the students what individual sound each letter makes and as she is asking the question the students will move each
letter to the bottom of their tile board. What sound does the letter b make, what sound does the letter a make, what sound does the letter r make,
what sound does the letter t make, what sound does the letter e make, and what sound does the letter r make? Once the students make the sounds
for the letters, the teacher will ask them to blend the sounds and make the word. Once this is done, the teacher will ask the students what they
think the word means and give them a minute to turn and talk before discussing it as a group. Once the definition has been discussed the teacher
will write the word on the smartboard and type the definition beside it. The teacher will do a quick review of the vocabulary word and the
definition. The students will use their fingers to air write each of the vocabulary words and repeat the definitions.
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Summary/Closing
(Think About: How will you revisit the learning intention?)
The students will make a vocabulary flipbook. Students will be given a copy of the vocabulary flipbook and a sheet of paper. The teacher will model for the
students how to cut out the two rectangles and glue the tip strip of the vocabulary rectangle to the definitions. The teacher will then model how to cut
between the lines to create flaps. The students will then be instructed to take the first-word barter and make the first vocabulary flip card and then they will
be instructed to create the remaining vocabulary flip cards. Once the cards are created, the teacher will give the student a comic strip Vocabulary Power.
The students will be asked to use their flipbooks to use one of the words in the comic strips. The student will write the word, write the meaning of the word
they choose in their own words, draw a picture to illustrate the word.
Teacher Reflection/Lesson Continuous Improvement Notes
I feel that this lesson went well. The students were active and engaged throughout the lesson. They were given multiple opportunities to discuss the word
and use it in the context of the social studies lesson. I think this lesson could have been improved by allowing the students to choose how they wanted to
do their vocabulary words instead of me deciding. A choice board probably would have been more effective to use with this group.