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Using
New Vocabulary In Context
Designed
by: Andress
Carter-Sims
, Burton Pack Elementary
1)
Core Curriculum Objective:
Select and use the appropriate meaning of words in the
context of the narrative. (5-VW-4
)
Grade
Level: Five
Subject:
Reading
2)
Overview: The
teacher will select new vocabulary words from a
narrative. The
teacher will then guide the students as they read the
complete narrative.
The students will then create a paragraph as a
large group. After
the paragraph is completed, students will be assessed
as they create a paragraph independently.
3)
Focus Essential Question: How does reading a
narrative help you to use the new vocabulary in the
same context?
4)
Time Frame: Three forty-five minute class periods
6)
Resource Materials:
Vocabulary
chart to place new vocabulary words
Chalk
for writing large group created paragraph
Chalkboard
which makes correcting errors easy
Notebook
paper for independent assessment
Pencil
for each student during the independent assessment
7)
Culminating Assessment: During the culminating
assessment students will be asked to create a
paragraph using new vocabulary in the same context as
it was used in a narrative selected by the teacher.
The
criteria is provided for the assessment below.
| Score |
Criteria |
| 0 |
No
evidence provided |
| 1 |
Evidence
of many grammatical errors in paragraph.
More than half of the new vocabulary
was not used in the context of the narrative. |
| 2 |
Evidence
of few grammatical errors in paragraph.
Less than half of the new vocabulary
was not used in the context of the narrative. |
| 3 |
No
grammatical errors.
All vocabulary was used in the context
of the narrative. |
8)
Instructional Activities:
Activity
One:
The
teacher should select a narrative prior to the
activity and identify new vocabulary.
The vocabulary words may be written on the
board or placed on a vocabulary chart.
The words should be written on the board for
students to see before the narrative is read.
The
teacher should have students to read the new
vocabulary words aloud. When necessary the teacher should help with the pronunciation
of the words. The
teacher will tell the students that these are their
new vocabulary words that they will see as they read
the narrative. Note:
Having student to read the vocabulary words
before they read the narrative helps them to become
familiar with the terms as they encounter them in the
narrative.
The
students will now read the narrative.
During the narrative the teacher should stop at
strategic points to ask questions or point out
significant details. Having
discussions during the narrative also helps with the
comprehension of new vocabulary.
After
having discussions and reading the narrative
completely the students will be told that as a large
group they are going to write a paragraph using the
new vocabulary as they relate to the narrative.
Before
students begin to create the paragraph the teacher
needs to explain the guidelines of the activity.
The guidelines are:
1.
A vocabulary word may be used more than once in
the paragraph.
2.
Two or more vocabulary words may be used in a
single sentence.
3.
All new vocabulary words must be used in the
paragraph.
4.
Every sentence in the paragraph does not have
to have a vocabulary word in it.
After
all the guidelines have been stated the process may
begin.
Note: The teacher may choose to write the guidelines on the
board.
The
teacher should have the students create the paragraph
on the board so that if corrections need to be made,
this can be done very easily.
Using the board for this activity also makes it
easier for all students to see.
The
teacher is now ready to select a student to write the
first sentence. The sentence should relate to the story and provide the
opportunity for other sentences to follow.
As
the paragraph is created the teacher will constantly
ask questions of the large group as the paragraph is
being created. Everyone
will not agree with each sentence totally but as long
as the vocabulary is used as it relates to the
narrative and the grammar is correct the sentence
should be accepted.
After
the student writes the first sentence the teacher
should select several students to answer these
questions.
1.
Is the first sentence indented?
2.
Is the first word in the sentence capitalized?
3.
Is the vocabulary word used as it relates to
the narrative?
4.
Is the grammar correct?
5.
Does anyone disagree with the sentence?
Students must provide an explanation as an
answer not yes or no.
The
teacher should also feel free to ask any other
questions if necessary. If the sentence is not correct the teacher may select another
student to correct the sentence.
If necessary the sentence may be erased and a
new sentence created.
Note:
Try to avoid completely erasing a
student’s sentence.
We do not want to discourage students if
possible.
A
student should now be selected to write the second
sentence. The
teacher may ask some of the previous questions to the
large group that applies and the questions listed
below.
1.
Does the second sentence relate to the first
sentence?
2.
Is the vocabulary word used in the same context
as it was used in the narrative?
3.
Does the sentence end with the correct
punctuation mark?
4.
Is the grammar correct?
The
teacher may use throughout the lesson strategies such
as students using a thumbs up if they agree with the
sentence or a thumbs down if a correction needs to be
made. The
teacher may also have students to stand if they agree
and sit if a correction needs to be made.
Several students may be selected to explain why
they agree or disagree.
This is a higher order thinking skill.
The
process should continue, as students are selected one
at a time to write a sentence.
The teacher should also continue to ask the
questions provided below.
The constant questioning keeps the other
students actively engaged.
1.
Do the sentences flow smoothly?
2.
Do the sentences relate to the main idea or
topic sentence?
3.
Do the sentences support and reinforce the
appropriate definition of the vocabulary as it relates
to the text?
Once
the paragraph is complete a student should be selected
to write a title.
These questions and others may be asked
concerning the title.
1.
Does the title relate to the paragraph?
2.
Were the appropriate words capitalized in the
title?
The
teacher should have students to explain why they agree
or disagree.
The
whole class is now ready to read the paragraph
together.
Note:
The discussions held concerning the created
paragraph reinforces and brings closure to the written
text and vocabulary.
Activity
Two:
Students
are now ready to be independently assessed.
During the assessment students will create a
paragraph using all of the new vocabulary words.
The vocabulary words should be used in the
context of the narrative.
The students are to follow the same guidelines
during the large group activity.
The
large group paragraph should stay on the board if the
teacher chooses.
The
criteria for the assessment is provided.
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