Lesson Plan Vocab - ECook.docx

EDLC 554 L ESSON P LAN V OCABULARY D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Emily Cook Grade Level: 6th Grade Candidate’s Endorsement: Secondary English Central Focus: Students will develop the ability to identify and define unfamiliar words using context clues, fostering their vocabulary acquisition and reading comprehension skills. Subject: Language Arts Learning Segment Theme: Learning to Decode Vocabulary Using Context Clues Where in the learning segment does this lesson occur? X Beginning ☐ Middle ☐ End Lesson Structure or Grouping: X Whole Class X 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.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards Virginia English SOL 6.4a: The student will expand vocabulary when reading. Description: The student will use context clues to determine the meaning of new words and concepts encountered during reading. National Standards Common Core ELA Standards: CCSS.ELA-LITERACY.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Description: This standard aligns with the lesson's focus on using context clues to understand unfamiliar vocabulary words encountered in reading passages. InTASC Standards Standard #3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Page 1 of 11

EDLC 554 Application: In this lesson, the teacher fosters a supportive learning environment by facilitating whole class discussions and small group activities, encouraging collaboration and active engagement in learning the strategy of using context clues to understand vocabulary. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. [1] Given a reading passage containing unfamiliar vocabulary, [2] the student will identify and define at least three unknown words using context clues within the passage, [3] with 80% accuracy as measured by teacher observation and student responses. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? I will present students with a mysterious box or bag containing several objects or pictures related to a particular theme or well known story. I will ask students to examine the items and make predictions about what they think the theme or story might be based on the clues they observe. This hands-on, interactive activity will engage students' curiosity and critical thinking skills while also introducing the concept of using clues to make informed guesses or predictions. Afterward, I will transition into a discussion about how clues can help us understand unfamiliar words in the same way they help us solve mysteries. 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 Introduction to Context Clues: ● Engage students in a discussion about the importance of vocabulary and how understanding unfamiliar words can enhance their reading comprehension. ● Explain the concept of context clues using simple examples and definitions. Types of Context Clues: ● Present examples of different types of context clues (definition, synonym, antonym, inference, example) using sentences and passages. ● Model how to identify each type of context clue and use it to determine the meaning of an unfamiliar word. Guided Practice: ● Provide short passages containing unfamiliar words to small groups of students. Page 2 of 11

EDLC 554 Diagnostic/Pre-assessment(s) (could be prior to the lesson) I will provide each student with a short reading passage that contains several unfamiliar words. The passage will be at an appropriate reading level for 6th-grade students and may come from a novel, article, or informational text. Instructions: 1. Students will be instructed to read the passage independently. 2. As they read, students will be asked to underline or highlight any words they do not know the meaning of. 3. After reading, students will be given a brief written assignment where they will list the words they identified as unfamiliar and provide their best guess at the meaning of each word based on context clues. 4. Students will turn in their written responses for assessment. This pre-assessment will help gauge students' prior knowledge and understanding of using context clues to determine the meaning of unfamiliar words. It will provide valuable insight into the specific vocabulary skills that students may need support with and will inform the instruction for the rest of the lesson. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) During the lesson, I will employ several formative assessment strategies to monitor student learning and provide feedback: Guided Practice Monitoring: ● As students work in small groups to analyze short passages and practice using context clues, I will circulate among the groups to observe their progress. I will listen to their discussions, ask probing questions, and provide guidance as needed. Questioning and Discussion: ● During whole-class and small group discussions, I will ask questions to check for understanding and encourage students to explain their reasoning behind identifying context clues and defining unfamiliar words. Observational Notes: ● I will take notes on individual student participation, understanding, and application of Page 4 of 11

EDLC 554 the context clue strategy during both guided and independent practice. This will help me identify areas where students may need additional support or clarification. Summative Assessment (matches the objective) I will administer a written quiz that directly relates to the objective of the lesson. The quiz will include several short reading passages, each containing unfamiliar vocabulary words. For each passage, students will be asked to identify and define the unknown words using context clues. Criteria for success on the quiz will align with the objective: ● Students must correctly identify a specified number of unfamiliar words within the passages. ● Students must accurately define the identified words using context clues. ● The quiz will be graded based on the number of correct identifications and definitions, with a predetermined percentage or number of correct responses required to demonstrate mastery of the objective. After grading the quizzes, I will provide feedback to students on their performance, highlighting areas of strength and areas for improvement in their understanding and application of context clues to determine word meaning. This feedback will serve to reinforce learning and guide future instruction as needed. I will know students have achieved mastery if they have completed this assessment with at least 80% accuracy. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) 1. Reading : Students will read short passages containing unfamiliar vocabulary. 2. Speaking : Students will participate in whole-class and small-group discussions, explaining their reasoning for identifying context clues and defining unfamiliar words. 3. Writing : Students will write down their guesses for the meanings of unfamiliar words based on context clues, as well as complete written reflections on their independent practice. Language Support(s) 1. Visual Aids : Use of visual aids such as charts, diagrams, and images to reinforce understanding of key concepts and vocabulary. Page 5 of 11

EDLC 554 educational websites or apps that provide interactive exercises or games focused on vocabulary acquisition through context clues. This technology integration will provide students with a dynamic and engaging way to reinforce the skills learned during direct instruction and guided practice. C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports ● Visual Aids: I will use visual aids such as charts, diagrams, and images to reinforce understanding of key concepts and vocabulary. These visual supports will help make abstract concepts more concrete and accessible for students. ● Think-Pair-Share: I will incorporate think-pair-share activities throughout the lesson to encourage students to discuss their thoughts and ideas with a partner before sharing with the whole class. This will provide opportunities for scaffolding and peer support, allowing students to learn from each other's perspectives. ● Guided Practice: During guided practice activities, I will circulate among student groups to provide guidance, clarification, and feedback as needed. I will ask probing questions to prompt deeper thinking and encourage students to explain their reasoning behind identifying context clues and defining unfamiliar words. ● Technology Integration: I will integrate technology into the lesson by providing access to online resources for additional practice with identifying context clues and defining unfamiliar words. This will give students the opportunity to engage with interactive exercises or games that reinforce the skills learned during direct instruction and guided practice. ● Differentiation: I will differentiate instruction to meet the diverse needs of students in the classroom. This may include providing additional support for struggling students through small-group instruction or extension activities for advanced learners to deepen their understanding of the content. Additionally, I will offer alternative assessment options to accommodate different learning styles and preferences. Page 7 of 11

EDLC 554 S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) To accommodate students with exceptionalities, including those with Individualized Education Programs (IEPs) or 504 plans, as well as gifted and talented students, the following strategies will be implemented: ● Differentiated Instruction: Instruction will be differentiated to meet the diverse needs of all students in the classroom. This may include providing alternative explanations, offering additional examples, or simplifying language for students with learning disabilities. For gifted and talented students, extension activities will be provided to challenge them further while still focusing on the central focus of the lesson. ● Modified Assignments: Students with learning disabilities may require modified assignments or assessments. For example, providing shortened passages or reducing the number of vocabulary words to identify and define can help students with processing difficulties or attention deficits to participate meaningfully in the lesson. Additionally, providing alternative assessment options, such as verbal responses or graphic organizers, can accommodate students with physical impairments. ● Visual Supports: Visual aids will be used to support students with various exceptionalities. Visual aids such as charts, diagrams, and images can help students with learning disabilities comprehend key concepts and vocabulary. For students with physical impairments, visual supports can provide alternative ways of accessing information. ● Individualized Supports: Individualized supports outlined in students' IEPs or 504 plans will be implemented as needed. This may include preferential seating, additional time for completing assignments or assessments, access to assistive technology, or modified expectations based on students' individual strengths and needs. ● Small Group Instruction: Small group instruction can be beneficial for students with exceptionalities, allowing for more personalized support and targeted instruction. Students with Page 8 of 11

EDLC 554 provide kinesthetic learners with opportunities to interact with the material in a tactile manner. Additionally, activities that involve movement, such as think-pair-share and group work, cater to kinesthetic learners' need for physical activity. ● Student Engagement: The use of real-world examples, interactive activities, and collaborative learning tasks make the lesson engaging and motivating for students. Opportunities for peer interaction and discussion foster a sense of community and promote active engagement in learning. Extension ● Higher-Level Context Clues: Provide advanced-level passages with more challenging vocabulary for students to analyze and decipher using context clues. ● Creative Writing: Challenge students to create their own short passages or stories containing unfamiliar words. They can then exchange their passages with peers and challenge each other to identify and define the unknown words using context clues. ● Vocabulary Games: Introduce vocabulary games or activities, such as word puzzles, crossword puzzles, or vocabulary bingo, to reinforce and expand students' understanding of unfamiliar words beyond the lesson content. These activities can be completed individually or in small groups for added engagement and challenge. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Alber, R. (2014, January 16). Doing it differently: Tips for teaching vocabulary. Edutopia. https://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber English, reading, & literacy. Virginia Department of Education. (n.d.). https://www.doe.virginia.gov/teaching-learning-assessment/instruction/english-reading Five research-based ways to teach vocabulary. Texas Center for Learning Disabilities. (n.d.). https://www.texasldcenter.org/teachers-corner/five-research-based-ways-to-teach-vocab ulary Model Core Teaching Standards and Learning Progressions for Teachers 1.0. (n.d.). https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_ Teachers.pdf Page 10 of 11

EDLC 554 NCTE / IRA standards for the English Language Arts. National Council of Teachers of English. (2023, September 26). https://ncte.org/resources/standards/ncte-ira-standards-for-the-english-language-arts/ R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. Tompkins, G. E., Rodgers, E., & Rodgers, A. (2021). Literacy for the 21st Century (8th ed.). Pearson Education (US). https://bookshelf.vitalsource.com/books/9780135893418 Orlich, D. C., Harder, R. J., Brown, A., Trevisan, M. S., & Miller, D. (2018). Teaching strategies: A guide to effective instruction. Cengage Learning. Page 11 of 11