EDLC 554 - Differentiating Literacy Lesson Plan - Vocabulary
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Liberty University *
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554
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Linguistics
Date
Feb 20, 2024
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docx
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Uploaded by Mommy4life1986
EDLC 554
Michelle A. Towles
Differentiating Literacy Lesson Plan Liberty University
School of Education
Page 1 of 6
EDLC 554
L
ESSON
P
LAN
(
ED
TPA – S
TUDENT
T
EACHING
)
This is the only approved template for EDUC 554, no other template will be accepted. All sections should
be clearly addressed with specific details in the instructional sections. Be clear and concise with what you
are teaching. Maximum page length per lesson plan is 4 pages.
LESSON #
Subject/Topic:
Language Arts – Vocabulary
Grade Level:
3
rd
Grade – includes English Language Learners (ELL)
Lesson Structure or Grouping:
Whole Class ☒
Small Group ☒
1:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Context Clues
Reading is Fun! But what do some of the words mean?
Resources and Materials:
Smartboard
Context Clues Video (
https://www.youtube.com/watch?v=eHCpJ86XDY4
)
Context Clues Notes (
https://docs.google.com/document/d/1ZpCCm9QQRyFhP-
WxAi2PvoSXNYAIVFgxdLLkxSKwBZ4/edit
)
Reading Notebook
Highlighter
Context Clues Nonsense Words Worksheet (
https://drive.google.com/file/d/15WtqwsKI8KcGYNCn7TMX-QpzwYFP2zDU/view
)
What Does it Mean? Worksheet (
https://drive.google.com/file/d/1viNO8pAN4rcOMV3nC8Un8oMhnLP0-syd/view
)
“DI” Context Clues Task Cards (three different designs to use according to reading level)
“DI” Context Clues Graphic Organizer
Standards:
State: Virginia 3.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry
c) Apply meaning clues, language structure, and phonetic strategies to determine the meaning of new words.
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EDLC 554
d) Use context to clarify meaning of unfamiliar words. National: CCSS.ELA-LITERACY.L.3.5
– Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.3.5.A
– Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
CCSS.ELA-LITERACY.L.3.5.B
– Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-LITERACY.L.3.5.C
– Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Objective:
Students will use context clues to identify the meaning of unfamiliar words correctly on 6 out of 9 questions and 15 out of 20 task cards. ACADEMIC LANGUAGE DEMANDS
Language Demands:
Students must already know and understand how to stop and reread the sentence
or information they are reading. They must also know how to pay attention to the words that come before and after the unfamiliar word. Students must also know what an educated guess is and how to make one about the unfamiliar words meaning. Language Supports:
The teacher will be aware of the level of understanding of each student’s knowledge thus far with words and the understanding of words. Teacher will use questions that scaffold understanding of context clues. Tasks cards will be given in three different designs for ELL students to use according to where their reading and comprehension level is. The teacher will give any student additional support or time as needed for any student. Essential Vocabulary:
The students must understand the teacher’s directions and the different types of context clues: examples, synonyms, antonyms, and general sense of the sentence or passage. ELL students must know how to find the “root” of the word in order to understand the meaning of unknown words, or words in general. INSTRUCTION
Direct Instruction/Modeling: To begin the teacher will go over what a context clue is and how to you can find them in a sentence or passage. The teacher will then play a Context Clues video (https://youtu.be/eHCpJ86XDY4) for the students to help introduce them to Context Clues and get them interested and eager to use their knowledge. After the video, the teacher will go over what was explained and see what the students remember to confirm they were paying attention. “DI” ELL students will be able to have the video link sent home to rewatch and review, they can also review this during day if needed or have time. Guided Practice:
The teacher will ask the students “What do you do when you get to a word that you don’t know in something you read?” The teacher will then pass out the Context Clues notes for students to glue in their Reading notebooks.
Teacher and students will fill out the notes together as a class, then highlight the key words. “DI” Next the class will be split into groups according to their reading levels. Each group will have a choice of which Task Card style they wish to complete that will be the best to help them learn and comprehend easily. Students will complete task cards within their groups while the teacher walks around and assists any students needing additional help. Once finished, students will then
be paired with partners and be given a question from the Context Clues Nonsense Words worksheet (
https://drive.google.com/file/d/15WtqwsKI8KcGYNCn7TMX-QpzwYFP2zDU/view
)
The students Page 3 of 6
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EDLC 554
will determine the meaning of the nonsense word and explain how they got their answer. Independent Practice:
Students will complete the What Does it Mean Worksheet Exit Ticket to check their understanding and use of context clues. “DI” ELL students will receive additional help if needed while others are working. Help includes reading the questions to them, additional time to complete worksheet, and explanation of different answer choices.
Closure:
The teacher will review with the class what they learned today. The teacher will then answer any questions the students may have. After all is finished, the students will turn in their Exit Tickets and be allowed to have free time until it is time for the next lesson.
DIFFERENTIATION
Supporting Students with Special Needs:
Students with special needs will be given any extra attention needed either by the teacher, assistant, or paraprofessional. Whomever is available. For example, ELL students may have more one on one instruction or have the information read out loud to them. They will also be given extra time to complete the assignment if needed. Challenging Above-Average Students:
Any advanced students will be given the same worksheets and notes as the rest of the class. Once they are finished, they will be able to complete additional worksheets to complete that may be more appropriate their advanced knowledge.
Facilitating a Classroom Environment that Supports Student Learning:
Students learn at all different speeds; therefore, a lesson plan that is appropriate for all students will be made. A differentiated lesson plan will be ideal therefore the teacher must be aware of where each student is academically, and any disabilities or struggles of any students in the class. Extension:
Students will be given flashcards to match different words with their meanings. They may work in groups or by themselves. ASSESSMENT
Diagnostic/Pre-Assessment:
A preassessment will be given before the lesson has begun. The teacher will write different words on the board and see if any students can state the meaning of the word. This will be good to see who in the class already knows about context clues, and which students are not there yet. Formative Assessment:
While the students are working on their worksheet independently, the teacher
will walk around the room and give a formative assessment and give the student a word or phrase along
with different meanings for the student to choose the correct meaning. Page 4 of 6
EDLC 554
Summative Assessment:
The students will complete the What Does it Mean? Worksheet (
https://drive.google.com/file/d/1viNO8pAN4rcOMV3nC8Un8oMhnLP0-syd/view
) and get 7 out of 10 answers correct. “DI” ELL students will be placed in a group and have the assessment and choices read aloud if needed. If any ELL students do not need assistance, they can independently work on assessment with rest of class. English Language Learners can be like every other student in the class, and they can also be very different. ELL students require a lot more oral language development than other students. Their focus must be on listening and speaking. They also require instruction different from other students. Their instruction must prove ample opportunities for them to hear and discriminize the words and sounds of the English language. This will increase their vocabulary and helps practice their oral English skills. There are five strategies that can help in teaching ELL students. They are screening and monitoring their progress, providing interventions when needed, teaching vocabulary, developing their academic English and scheduling peer learning so letting them work in groups. In this lesson I adjusted, I have included more detailed task cards with options on different styles to assist students in different levels of understanding. I have also included more verbal instructions for assessments. The teacher will read aloud the assessment for any ELL students that may need it to help understand. Since English Language Learners can be from anywhere, it is important that the teacher know where each student is academically. Most importantly where their reading and comprehension level is. Knowing this would benefit the teacher greatly to know what adjustments and help the students need. In the class I recently substituted for had an ELL student in there. His mother is American, and his father is of a different ethnicity. He is a very smart student and spoke English very well; however, struggled with reading. He did very well when he had someone sitting with him reading through the work with him. It helped him greatly with his comprehension. I feel this adjusting this lesson plan slightly to be more appropriate and differentiated was a good idea because it is over all a simple lesson, and one I have taught within my previous class I was a substitute for. All students in general did well, even the ELL student, and students that struggled in other ways. Most of the time, if you can read a sentence with a difficult word, when you read before the word, and after, then you can usually figure out pretty easily what the word means. It is all about comprehension. I plan to have more assists in my future classes. I did not change much of this lesson plan, just added a few things and made a few adjustments because in my previous class it was just me. I did not have an assistant or paraprofessional to help with ELL students or any other students. This was a fun lesson and the changes I have mentioned did well with the ELL student I had in the class. Page 5 of 6
EDLC 554
REFERENCES
https://www.youtube.com/watch?v=eHCpJ86XDY4
https://docs.google.com/document/d/1ZpCCm9QQRyFhP-WxAi2PvoSXNYAIVFgxdLLkxSKwBZ4/edit
https://drive.google.com/file/d/15WtqwsKI8KcGYNCn7TMX-QpzwYFP2zDU/view
)
https://drive.google.com/file/d/1viNO8pAN4rcOMV3nC8Un8oMhnLP0-syd/view
) https://drive.google.com/file/d/1F0VGGHfOt-fWskKMLH5nvDwwKGIEmBCn/view
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