Lesson Plan 554 Vocabulary

EDLC 554 L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Catherine V Long Grade Level: 2nd Candidate’s Endorsement: Special Education: General Curriculum Central Focus: Learning Vocabulary in Text Subject: Language Arts Learning Segment Theme: Context clues Where in the learning segment does this lesson occur? ☐ Beginning ☐ Middle ☒ End Lesson Structure or Grouping: ☐ Whole Class ☒ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) The small groups in this class have both male and female students. There are different types of family structures, ethnicities, and races. A lot of the students live in a single parent home. Three students have stepparents and one student has bio mom and dad in household. Three of the students attend the after-school program Cultural (Traditions, dialects, worldview, literature, arts, etc.) All the students speak only English. One student is ELL because his parents speak creole, but he does not speak creole. In this class there are 3 girls and 6 boys. The class comprises of one student is white, two students are mixed with black and white and 6 students who are African American Community (Landmarks, community events, etc.) This city is located is Virginia’s Blue Ridge Mountains. Roanoke is known to be the “The Star” city. Roanoke is very popular for is out recreation and its boutiques, Farmers Market and various museums. Developmental (Cognitive, physical, social, and emotional) The students are all at different paces. The students are very helpful to each other and very considerate of differences. The students work well in pairs and in groups. The students are able to use partner talk to their benefit. One student can sometimes antagonize other when his frustrated but often admits his wrings and apologies and the other student understand that he does not have bad intent. C ONTENT S TANDARDS State Standards The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of prefixes and suffixes. c) Use knowledge of antonyms and synonyms. d) Discuss meanings of words and develop vocabulary by Page 1 of 8

EDLC 554 listening and reading a variety of texts. e) Use vocabulary from other content areas. National Standards IRA ELA Standard 1.Students read a wide range of print and non- print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4.Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. . Standard 6.Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Standard 8.Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Standard9.Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Standard 10.Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Page 2 of 8

EDLC 554 M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling 1.To incorporate technology I will have students come to the carpet and watch an educational and age appropriate video on the meaning of context clues. 2.After watching the video I will read the title on a printed short passage to the class 3. I will then have students echo read each line of the passage after me and we will stop at new vocabulary words. 4. I will model how to highlight new vocabulary words. 5..Once we have highlighted the unknow vocabulary words throughout the passage , the words will be written on the board by the teacher. 6.I will read the passage again stopping at highlighted words and I will model how to underline the sentence and words before and the sentence and words after the sentence containing the highlighted vocabulary word. 7 . I will ask students to raise their hand and state what they think the highlighted word means based on the underlined sentences context clues. 8.I will write all suggestions on the board for the class to see 9. I will review the correct meaning of highlighted words to the students 10. I will model to the students to help come up with a one sentence simple definitions for new vocabulary. Guided Practice 1.After reading a passage as a class I will have students return to their desk 2. I will pass out a short reading passage along with a highlighter and one colored pencil per student.. 3. I will then have students read with me each line after and students and I will highlight new vocabulary word togethers . 3.Once we have highlighted the unknow vocabulary words throughout the passage, the words will be written on the board by the teacher. 4.We will read the passage again stopping at highlighted words and students will underline the sentence before and the sentence after the sentence containing the highlighted Page 4 of 8

EDLC 554 vocabulary word. 5. I will ask students to raise their and state what they think the highlighted word means based one the underlined sentences context clues. 6.I will write all suggestions on the board for class to see 7. Teacher will review the correct meaning of highlighted words to the students 8. Teacher will ask students to come up with a and write a sentence simple definition for new vocabulary. Independent Practice I WILL PASS OUT A THIRD SHORT READING PASSAGE ALONG WITH HIGHLIGHTERS AND COLORED PENCILS . 2.S TUDENTS WILL READ THE PASSAGE AND HIGHLIGHT PRE-PICKED/ NUMBERED VOCABULARY WORDS .( TIER 1) 3.S TUDENTS WILL USE COLORED PENCIL TO UNDERLINE THE SENTENCE BEFORE AND AFTER THE SENTENCE CONTAINING THE UNDERLINED WORD ( TIER 2) 4 S TUDENTS WILL THEN PROVIDE A ONE SENTENCE DEFINITION AND ONE WORD SYNONYM FOR HIGHLIGHTED VOCABULARY WORD . (T IER 3) E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? “Today we have learned about vocabulary words and using context clues to find the meaning. Who can share with me one new word they have learned and the meaning of it today?” E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) Using verbal discussion to assess students meaning of context clues. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Discussing with students the context clues and helping them come up with simple one sentence definition and a synonym word. Summative Assessment (matches the objective) Students will be given a short passage from independent work with pre highlighted vocabulary word and pre underlined context clue sentences. Student will be given a sheet of two multiple choice questions in which they are to identify the synonym to the highlighted vocabulary word. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Students will define what a “context clue” is in their own words. Students will compare and contrast their definitions of a “context clue” Page 5 of 8

EDLC 554 occupational therapist as stated in the IEP. -One student with visual disability will able to have proximity seating and will not have to return to seat during independent work - TO challenge the students who have mastered finding the context clue on given vocab words , they will be asked to locate additional unknown vocab words, highlight words, underlie the context clues sentences and give their best definition of what they think the word means. ELL My one ELL student does not speak any other language other than English Learning Styles/Student Engagement Visual learners- access to video for “context clues, use of visual word passage, use of highlighter and colored pencil, use of white board in the front to view answers as a class. Auditory-access to video and Modeled and guided practice passages will be read verbally out loud discuss and listen to thoughts from peers. Independent passages can be read in groups of two or three Kinesthetic learns- can have opportunity to highlight the vocabulary words and underline the context sentences with colored pencil. Small group setting - video clip for engagement, echoing reading passage in model and guided practice for engagement. Using classroom resources( white board, smart board, colorful writing utensils) Extension To provide an extension students for students who have mastered using context clues to find vocab definitions they will be asked to write one synonym or for each definition R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Council of Chief State School Officers. (2013, April). InTASC model core teaching standards and learning progression for teacher 1.0. https://ccsso.org/sites/default/files/2017- 12/2013_INTASC_Learning_Progressions_for_Teachers.pdf *This site was used to provide InTASC standards. Learners, S. (2021). Inferences and context clues short stories free sample for speech therapy. TPT. https://www.teacherspayteachers.com/Product/Inferences-and-Context-Clues-Short- Stories-Free-Sample-for-Speech-Therapy-5382453? st=8ec3bf2261ecdb82101533d32be07605 Page 7 of 8

EDLC 554 *This source was used to provide an idea of short reading passage with vocabulary words that can be highlighted as well as context clue sentences that can be underlined. Megan. (2019, October 20). Context clues | award winning context clues teaching video | comprehension & reading strategies. YouTube. https://www.youtube.com/ Context Clues | Award Winning Context Clues Teaching Video | Comprehension & Reading Strategies  This website provides the video students will watch about context clues. National Council of Teachers of English. (1996). English Language Arts. https://ncte.org/resources/standards/ncte-ira-standards-for-the-english- language-arts/ *This website was used to find National Standards . Virginia Department of Education. (2010). English Standards of Learning for Virginia Public Schools. Grade twohttps://www.doe.virginia.gov/home/showpublisheddocument/18686/63804105641667 0000  T HIS SOURCE WAS USED TO FIND S TATE STANDARDS R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. Innaci, L. D., & Sam, P. D. (2017). USING CONTEXT CLUES AS A VOCABULARY LEARNING STRATEGY: AN EXPERIMENTAL STUDY. JOURNAL OF ENGLISH LANGUAGE AND LITERATURE (JOELL), 4(3). https://www.researchgate.net/profile/Praveen-Sam-D/publication/319741383_USING_C ONTEXT_CLUES_AS_A_VOCABULARY_LEARNING_STRATEGY_AN_EXPERI MENTAL_STUDY/links/59bb66410f7e9b48a289da5b/USING-CONTEXT-CLUES-AS- A-VOCABULARY-LEARNING-STRATEGY-AN-EXPERIMENTAL-STUDY.pdf Page 8 of 8