SUBJECT: _Vocabulary Development________________ NAME: _Theresa Wheeler __
GRADE LEVEL: __4th grade _________ DATE: 3/22/10 – 3/23/10
I. Concept to be taught: Vocabulary development
II. PA Academic Standard(s)
1.1.4. C. Use meaning and knowledge of words (e.g., multiple meaning words, word origins, root words, synonyms, antonyms, homophones) across content areas to increase reading vocabulary.
III. Objectives
Students will think of synonyms for two words in a sentence and then order those words by meaning.
IV. Materials needed
Paper & pencils
V. Lesson Outline
A. Motivation– 2-3 min.
Have the students look at a sentence containing a vocabulary word that you want them to get a better understanding of, and have them write as many versions as they can come up with, by changing the underlined words.
Example: "walked" The man walked down the road.
Example Answers: The man jogged down the street.
The man strolled along the avenue.
The man ran down the highway.
B. Development of the Concept or Skill 5 min. / 15-20 min. –
Record all the different words used in place of walked. Next, students will order the synonyms for each word on a scale: from slowest to fastest.
walked
jogged
strolled strolled > walked > jogged > ran
ran
C. Conclusion (Application Activity or AFTER) – 5 -7 min.
When they are finished, talk about the reasoning they used for the placements. Look for understanding of the detailed meanings.
D. Evaluation of Learning (ASSESSMENT) – Do students show understanding of the specific definitions?
______________________________________________________________________________________________________________________________________
SUBJECT: _Vocabulary Development________________ NAME: _Theresa Wheeler __
GRADE LEVEL: __4th grade _________ DATE: 3/31/10
I. Concept to be taught: Vocabulary development
II. PA Academic Standard(s)
1.1.4. C. Use meaning and knowledge of words (e.g., multiple meaning words, word origins, root words, synonyms, antonyms, homophones) across content areas to increase reading vocabulary.
III. Objectives
Students will use context clues to determine the meaning of new and/or unknown words
IV. Materials needed
Paper & pencils
V. Lesson Outline
A. Motivation– 2-3 min.
Remind the students that if they come to a word they don’t know, one strategy that good readers use to use the context clues to determine the meaning. Today we’re going to learn 5 types of context clues and how they can help you determine meaning.
Synonym, definition, example, contrast, inference
B. Development of the Concept or Skill 5 min. / 15-20 min. –
Give students a description and examples of each of these:
Synonym: They brought all kinds of pies: blueberry boysenberry, blackberry and cherry. Definition: I did not like his callous attitude, which made it clear that he didn’t care at all.
Example- The Ohio river is a tributary of the Mississippi river.
Contrast – She is very gregarious, unlike her shy sister.
Inference – We saw that a small dinghy was attached to the sail boat, which was probably used to escort the passengers from the shore to the larger vessel.
Model using this strategy in a read-aloud
C. Conclusion (Application Activity or AFTER) – 5 -7 min.
Have the students continue with their own reading choices (check that they are challenging enough) and identify context clues that help them to decode a word’s meaning.
D. Evaluation of Learning (ASSESSMENT) – Do students show understanding of the different kinds of context clues?
_____________________________________________________________________________________________________________________________________
SUBJECT: _Vocabulary Development________________ NAME: _Theresa Wheeler __
GRADE LEVEL: __4th grade _________ DATE: 4/16/10
I. Concept to be taught: Vocabulary development
II. PA Academic Standard(s)
1.1.4. C. Use meaning and knowledge of words (e.g., multiple meaning words, word origins, root words, synonyms, antonyms, homophones) across content areas to increase reading vocabulary.
III. Objectives
Students will a dictionary to determine the meaning of new and/or unknown words
IV. Materials needed
Paper & pencils
V. Lesson Outline
A. Motivation– 2-3 min.
Remind the students that if they come to a word they don’t know, one strategy that good readers have is that they look the word up in the dictionary. Explain that although context clues will help them know the approximate meaning, when they look the word up, they get a fuller sense of the word’s meaning.
B. Development of the Concept or Skill 5 min. / 15-20 min. –
Model using this strategy in a few sentences with difficult words. Show how you check not only the meaning, but also the part of speech, the use of the word in a sentence if ava. and also any synonyms will help get the fullest sense of the word’s meaning.
C. Conclusion (Application Activity or AFTER) – 5 -7 min.
Next pass out a list of challenging vocab. words used in a sentence and have the students guess the meaning, then take turns looking up the different words and recording a descriptive definition of the word’s meaning.
D. Evaluation of Learning (ASSESSMENT) – Do students show understanding of the usefulness of a dictionary and how to use it effectively?
GRADE LEVEL: __4th grade _________ DATE: 3/22/10 – 3/23/10
I. Concept to be taught: Vocabulary development
II. PA Academic Standard(s)
1.1.4. C. Use meaning and knowledge of words (e.g., multiple meaning words, word origins, root words, synonyms, antonyms, homophones) across content areas to increase reading vocabulary.
III. Objectives
Students will think of synonyms for two words in a sentence and then order those words by meaning.
IV. Materials needed
Paper & pencils
V. Lesson Outline
A. Motivation– 2-3 min.
Have the students look at a sentence containing a vocabulary word that you want them to get a better understanding of, and have them write as many versions as they can come up with, by changing the underlined words.
Example: "walked" The man walked down the road.
Example Answers: The man jogged down the street.
The man strolled along the avenue.
The man ran down the highway.
B. Development of the Concept or Skill 5 min. / 15-20 min. –
Record all the different words used in place of walked. Next, students will order the synonyms for each word on a scale: from slowest to fastest.
walked
jogged
strolled strolled > walked > jogged > ran
ran
C. Conclusion (Application Activity or AFTER) – 5 -7 min.
When they are finished, talk about the reasoning they used for the placements. Look for understanding of the detailed meanings.
D. Evaluation of Learning (ASSESSMENT) – Do students show understanding of the specific definitions?
______________________________________________________________________________________________________________________________________
SUBJECT: _Vocabulary Development________________ NAME: _Theresa Wheeler __
GRADE LEVEL: __4th grade _________ DATE: 3/31/10
I. Concept to be taught: Vocabulary development
II. PA Academic Standard(s)
1.1.4. C. Use meaning and knowledge of words (e.g., multiple meaning words, word origins, root words, synonyms, antonyms, homophones) across content areas to increase reading vocabulary.
III. Objectives
Students will use context clues to determine the meaning of new and/or unknown words
IV. Materials needed
Paper & pencils
V. Lesson Outline
A. Motivation– 2-3 min.
Remind the students that if they come to a word they don’t know, one strategy that good readers use to use the context clues to determine the meaning. Today we’re going to learn 5 types of context clues and how they can help you determine meaning.
Synonym, definition, example, contrast, inference
B. Development of the Concept or Skill 5 min. / 15-20 min. –
Give students a description and examples of each of these:
Synonym: They brought all kinds of pies: blueberry boysenberry, blackberry and cherry. Definition: I did not like his callous attitude, which made it clear that he didn’t care at all.
Example- The Ohio river is a tributary of the Mississippi river.
Contrast – She is very gregarious, unlike her shy sister.
Inference – We saw that a small dinghy was attached to the sail boat, which was probably used to escort the passengers from the shore to the larger vessel.
Model using this strategy in a read-aloud
C. Conclusion (Application Activity or AFTER) – 5 -7 min.
Have the students continue with their own reading choices (check that they are challenging enough) and identify context clues that help them to decode a word’s meaning.
D. Evaluation of Learning (ASSESSMENT) – Do students show understanding of the different kinds of context clues?
_____________________________________________________________________________________________________________________________________
SUBJECT: _Vocabulary Development________________ NAME: _Theresa Wheeler __
GRADE LEVEL: __4th grade _________ DATE: 4/16/10
I. Concept to be taught: Vocabulary development
II. PA Academic Standard(s)
1.1.4. C. Use meaning and knowledge of words (e.g., multiple meaning words, word origins, root words, synonyms, antonyms, homophones) across content areas to increase reading vocabulary.
III. Objectives
Students will a dictionary to determine the meaning of new and/or unknown words
IV. Materials needed
Paper & pencils
V. Lesson Outline
A. Motivation– 2-3 min.
Remind the students that if they come to a word they don’t know, one strategy that good readers have is that they look the word up in the dictionary. Explain that although context clues will help them know the approximate meaning, when they look the word up, they get a fuller sense of the word’s meaning.
B. Development of the Concept or Skill 5 min. / 15-20 min. –
Model using this strategy in a few sentences with difficult words. Show how you check not only the meaning, but also the part of speech, the use of the word in a sentence if ava. and also any synonyms will help get the fullest sense of the word’s meaning.
C. Conclusion (Application Activity or AFTER) – 5 -7 min.
Next pass out a list of challenging vocab. words used in a sentence and have the students guess the meaning, then take turns looking up the different words and recording a descriptive definition of the word’s meaning.
D. Evaluation of Learning (ASSESSMENT) – Do students show understanding of the usefulness of a dictionary and how to use it effectively?