LIT 5203 Module 3 Application

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American College of Education *

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5203

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Linguistics

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Apr 3, 2024

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docx

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6

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1 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
2 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.
3 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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