LIT 5203 Module 3 Application
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LIT 5203 Module 3 Application: School-wide Literacy Lesson Plan
American College of Education
LIT 5203 Strengthening Literacy Dr. Vicki Strunk
September 10, 2023
School-wide Literacy Need
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To evaluate my school’s literacy program, a survey was utilized to identify its strengths and weaknesses. Based on the survey results, the need for improvement in vocabulary was identified. The passing rate of the third-grade students on the English Language Arts (ELA) Florida Assessment of Student Thinking (FAST) dropped nine percent from the previous year. This data suggests that students may be struggling with reading comprehension. Vocabulary knowledge has a direct correlation with reading comprehension. According to Wright and Neuman (2015), “Countless studies over decades of research have demonstrated that young children with stronger vocabulary knowledge (i.e., knowledge of word meanings) become better at text comprehension and are more successful in school than their peers with weaker vocabulary
knowledge” (p. 25). By enhancing our vocabulary instruction, our students’ test grades will increase, and they will feel more prepared for any other challenges their education may throw their way. School-wide Literacy Lesson Plan
Title: Multisensory Vocabulary Learning
Overview: Vocabulary knowledge is essential for reading comprehension and overall success in school and life. Based on my research, vocabulary instruction is best taught through direct and incidental teaching, and through multimodal means of representation. Vocabulary words should be selected from high quality literature that is multidisciplinary and content rich. According to Wright and Neuman (2015), “This type of integrated learning helps children to build connections
between words and ideas, which can accelerate children’s vocabulary growth and their knowledge development” (p. 26). By doing this, the selected vocabulary words can be used and practiced throughout the day, rather than just taught one time.
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Standards:
Kindergarten- ELA.K.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
First Grade- ELA.1.V.1.3: Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.
Objectives/ Learning Outcomes: At the end of the week, students should be able to correctly write the word that is associated with the definition that the teacher reads. They should also be able to draw a picture that accurately represents the meaning of each word. Ultimately, at the end
of each week, students will be able to use these new vocabulary words correctly in their casual, everyday conversations. Materials, Resources and Technology: The materials, resources and technology needed for these lessons are the mentor texts from the school’s current literacy program, picture cards that represent the meaning of each word with the word itself (teachers can also find pictures and display them on PowerPoint slides), ActivPanel, student journals, pencils, crayons, trays, and sand. Instructional Procedures: These vocabulary lessons involve selecting appropriate vocabulary words from our current literacy program’s mentor text read alouds and studying them throughout
the week. On the first day, the words will be introduced while reading that week’s mentor text. Teachers will use the think-aloud strategy as they read the text and talk out loud about the meaning of each vocabulary word using context clues. According to Biemiller (2003), “The primary way for young nonreaders to be exposed to new vocabulary is within the context of oral
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language experiences such as shared storybook reading (p. 36). On the second day, the text is read again, and the words will be reviewed. On this day each word will be represented with a picture and the teacher will teach students a gesture that represents the meaning. According to Manzo and Colleagues (2006), connecting a word to a picture is called Keyword. They state this strategy is “…based on connecting new words to images, such as picturing a plate when learning
the word plateau” (p. 818). Students will also be taught a gesture that represents the meaning of each word, which is known as motor imaging. For example, if one of the vocabulary words was thud, students would take one fist and hit it into their other hand to make a loud noise. According
to Manzo et. al (2006), this strategy “has proven equally powerful, especially to long-term memory, even when learning seemingly abstract words such as amorphous
and facile
” (p. 818). On the third day, as the mentor text is read again, students will make the gesture they learned for each vocabulary word as they hear it in the text. Then, students will draw a picture of each vocabulary word in their journals and write the word with it. On day four, students will have focus discussion questions based on each word and they will discuss each question with a partner. For example, if one of the vocabulary words was ripe, the discussion question might be “can we eat food if it is not ripe? Why not?” Finally, on day five each student will have a tray of sand. The teacher will read a definition, and students will write the correct word in their sand tray. These vocabulary lessons are multisensory, giving students multiple means of representation. Students will be experiencing these words through touch, movement, as well as seeing and hearing. According to Morin (2023) “All kids can benefit from multisensory lessons. If kids learn something using more than one sense, the information is more likely to stick. The result is better memory of the skill” (para. 6). In addition to these vocabulary lessons being
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multisensory, students are also being given multiple opportunities for exposure of these words. According to Stahl (2005), students benefit most when they see a word more than once to secure it in their long-term memories. Wright and Neuman (2015) state, “Therefore, effective vocabulary instruction requires more than a one-time explanation in a teachable moment or a brief explanation during a read-aloud” (p. 27). Student Groupings: Considering how these lessons are done primarily whole group that involves the discussion of students, I recommend seating high achieving students with medium students, and low achieving students also with medium students. I would be concerned to pair high achieving students with low achieving students because I would not one the higher student to do all the thinking and talking. When a medium student is paired with a student that is low or high, the student is close enough as to not hold the high student back or be too far ahead of the low student. Presentation: Students will celebrate their success by sharing their journal with a partner. After students draw their pictures in their journal that represent the meaning of each vocabulary word, they will share their drawings with a partner and see how theirs compares to their partner’s drawing. This allows students the opportunity to see and understand each word from multiple perspectives. Assessment/ Evaluation: Throughout the week, teachers will use formative assessments to monitor student progress. They will do a lot of listening and observing to see if their students are grasping the new vocabulary words. Students’ drawings, and ability to write the correct word in the sand tray when given the definition will give teachers the information they need. Most importantly, however, will be whether students begin to use these words in their everyday conversations when appropriate.
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Closure/ Teacher Reflection
The research I have conducted to find effective, research-based vocabulary strategies has helped me understand the importance of vocabulary instruction in relation to reading comprehension, and it has helped me identify strategies to assist my students in increasing their vocabulary knowledge. Before completing these assignments, I tended to skip over vocabulary instruction in my own teaching because I never felt like I had enough time. I did not consider vocabulary as important as phonemic awareness, phonics, or comprehension. However, now I realize that vocabulary instruction directly correlates to a students’ ability to comprehend what they read. I believe these lessons will help increase students’ vocabulary knowledge because they
are using them repeatedly and in a variety of ways, they are experiencing the words through multisensory perspectives, and the words are being selected from mentor text read-alouds. References
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Biemiller, A. (2004). Teaching vocabulary in the primary grades: Vocabulary instruction needed. Reading Vocabulary: Research to Practice, 2, 28-40. Diamond, L. & Gutlohn, L. (2006). Teaching vocabulary. Reading Rockets.
Morin, A. (2023). What is multisensory instruction? Understood
. https://www.understood.org/en/articles/multisensory-instruction-what-you-need-to-know
Stahl, S. A. (1986). Three principles of effective vocabulary instruction. Journal of Reading
, 29
(7), 662–668. http://www.jstor.org/stable/40029695
Wright, T. S., & Neuman, S. B. (2015). The power of content-rich vocabulary instruction. Perspectives on Language and Literacy, 41
(3),
25-28.