COREs ELA Lesson Planning and Preparation Form

With some personal adjustments

Lesson Title: Vocabulary-Word Meaning -Comprehension Grade: 4 Number of Students: 23
Standards:
CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.4.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
CCSS.ELA-LITERACY.L.4.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.4.3.A
Choose words and phrases to convey ideas precisely.
CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
4 reading and content, choosing flexibly from a range of strategies.
Learning Objective(s): Materials:
Students will be able to relate new vocabulary to Header cards
prior knowledge Word cards (with native language-optional)
Students will use resources and clarifying Definition cards (optional for differentiation)
strategies to find definition of new vocabulary. Picture cards (optional for differentiation)
Students will be able to understand the meaning PowerPoint with questions from the text
of the vocabulary term. Student sheet
Students can correctly use the vocabulary word in Dictionary
a question from the text. Pencil

Language Objective for ELs:

Key Vocabulary:
Students will be able to orally describe the meaning of Current spelling list from current reading cycle text:
the new vocabulary term.
1. slithering
Students will be able to use the vocabulary term in a
2. harmless
question from the text.
3. familiar
4. threatened
Lesson Source (program, page, etc.): 5. populations
6. mimic
Based off of: Florida Center for Reading Research 4-5
7. track
Student Centered Reading Activities-Know or No?
8. roam
Success for All Reading Program Connection
Amazing Animals text

Key Background Knowledge: CCSS Instructional Shifts Addressed:

This is an activity to assess where these students are in Balance of Informational & Literary Text Text-Based Answers
their prior knowledge of the meaning of these words. Knowledge in the Disciplines Writing from Sources
X
Students do have background knowledge in clarifying Staircase of Complexity Academic Vocabulary
X
strategies from our school-wide reading program.

Depth of Knowledge Levels Addressed:

Level 1: Recall & Reproduction
X Level 3: Strategic Thinking & Reasoning
Level 2: Skills & Concepts Level 4: Extended Thinking

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 COREs ELA Lesson Planning and Preparation Form
With some personal adjustments

Formative Assessment How will you and your students know if they have met the objectives of the lesson?
The student will be able to match the target vocabulary with their level of understanding with the vocabulary word.
Students will be able to match the vocabulary word with a definition and give an example of the meaning of the
vocabulary word orally or written in a meaningful sentence.
Students will be able to discuss the meaning of the vocabulary word in a question being asked about the text.

Teacher actions Student actions

Intro (_7__ minutes) Brief preview/explanation of objective and expectations. Students will have the cards in front of
them so that they can have their own
We will be learning our new vocabulary words for the week that
visual of the card as we are discussing
are a part of our current reading. We will be going through each
what the categories mean.
word and putting them into a certain category of what we may or
Students will be using team talk (15-20
may not already know.
seconds) to talk about what they think
I will project the header cards. These are the categories that we
each heading means.
will put our new spelling words in. I will describe each heading
Random reporter to report out what they
with prior understanding coming from students sharing out and I
think a certain heading means.
will be clarifying any misunderstandings of what these headings
mean.
Why do you think we should categorize our words to how much
we understand them?
Model/Demonstration (_7__ minutes) Explicit explanations, think-alouds, visual or Students will have their words cards
worked models, small steps working toward mastery, etc. at their tables.
The first word we are working with is cover. We need to decide Students will work with the word card
which category is should be under. You will need to ask cover.
yourself do I absolutely, positively know this word? Can I say it, Students will put the card in the
spell it, and properly use it in a sentence? If you cannot do correct category of their own
these things, should I put it in the know meaning well and can understanding.
use the word category? No. go through each category They will think, pair, share why they
finding the proper category for each student. chose that category.
Have few students report out to discuss why they chose that Some students will random report are
certain category. What do they know or dont? what made them put that word in
Let students know that each of us will not have the same word that category.
under the same category. There is no right or wrong answer for
this activity.
Student writes that word in the correct category, as well as,
having the word card in the correct column.
Guided Practice (_7__ minutes) Checks for understanding/misconceptions, Students will have the word several to
strategies for engagement, and feedback for extending, confirming, and/or correcting work with.
student responses. Students will put the card in the correct
Okay friends, please find the word several. Several. I want you to category of their own understanding.
think about this word and find a category that best fits your They will think, pair, share why they chose
understanding of that word. that category.
I will be coming around to ask you questions about why you chose Some students will random report are
that category, so make sure that you choose the best category for what made them put that word in that
you. category.

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 COREs ELA Lesson Planning and Preparation Form
With some personal adjustments
Monitor Checks for understanding/formative assessment.
I will walk around room and ask questions periodically to see if they chose the correct category for their understanding. As
I progress monitor, I will make note of what students are not understanding the concepts.

Adjust Instruction/Reteaching Support for students who are not mastering the Students will be paired up and the process
concept or skill and/or English language learners or students needing intensification. of the activity will be talked back through.
I will pair up a student who has not mastered the directions of this Making sure that they understand the
activity with a student of whom completely understands this activity. activity completely and understand why
Together they will talk about the word several, ask the student if they they are choosing to put that certain word
knew the word, ever heard the word, etc. until they can get a clear in that certain category.
understanding of where that word should go.

Repeat Guided Practice/Monitor/Adjust as Needed Repeat above step if necessary

Depending on where the class is after partner work and having a better
understanding from a cooperative peer step, I would repeat the process
with the next word.

Independent Practice/Extension/Connections/Tutoring (15 minutes) Practice, extensions, or applications of the skills/concepts learned.
Tutoring for students requiring additional support.

I would then have the class complete the rest of their vocabulary words categorizing them on the correct level of
understanding.
o Students then talk with their partners about the words that they absolutely dont know and ask their
partners if they have a better understanding of the word. If their partner doesnt, they need to find someone
in the room who does.
Upon finishing partner discussion, the students would start finding the meaning of the word in the dictionary,
definition pieces that match the vocabulary words, background knowledge, or preferred resource.
(Tutoring) Bring in small group of students who need more intervention, working with small group, while generally
progress monitoring other students progress.

Closure (_10__ minutes) Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s).
Why is it important to understand our level of understanding when it comes to vocabulary?
Why do we need to understand the meaning of our vocabulary words?
What category should we be focusing on first now that we grouped all of our words to our understanding?
Why do we work together to complete this task correctly?
Our next step will be to start matching the definition of our vocabulary to the word more fluently.

Extention:
Have students think deeper about the questions being asked about their text using depth and complexity Q3 cards to help
the students visualize and create a more thorough understanding.

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 COREs ELA Lesson Planning and Preparation Form
With some personal adjustments

I chose this topic because our school is affected by the students having gaps in grade-
level rich academic vocabulary. I have been putting serious focus on making sure that the
students clearly understand what is being asked of them when a question is being prompted for
them to answer. I needed to add the assessment portion, misconceptions, and the re-teaching
portion to this lesson plan. These items are not always entered into a lesson plan template. The
assessment portion is important because teachers need to know if their students are mastering
the content or if we need to readjust are teaching strategies to make sure that all standards are
being met for every student. I had to add in ways to clarify if the students were not
understanding the task at hand or the vocabulary that was being presented for this lesson. I had
to add in the re-teaching portion because if the students are having complications with this
lesson, I need to know whether I need to back this lesson up a complete step or just further
explain the process of the activity.
I witnessed the students truly acknowledging whether or not they already knew these
words. They were not uncomfortable with saying that they had no idea what that word meant
because they knew that they were being provided the opportunity to figure out exactly what
that word meant and how they could use it in a sentence properly. Beyond this assignment and
the continuance of it, the students are able to use this vocabulary word in class discussion using
it in a grade level comprehension question. They feel empowered when they know exactly what
the question is asking and that they can use their new-found words in their verbal responses. I
know that the mortar words in the questions that are being asked will me more familiar and
assist the students in creating more in-depth answers to the questions about the text. The
more familiar the students become with the context words, more academic language can be
presented to the students to use.
I know that providing the students with hands-on materials and visuals is the best thing
we can provide our EL students. They use these tools to help visualize the meaning and
provides the students with a further step in transferring English from their first language. These
students deserve to have the same opportunities as their peers, providing these students will a
few simple assisted materials, then that is what I will continue to do. I have just recently been
presented with the book, 7 steps to an academic classroom. It is fantastic and provides me with
many different strategies in making sure that student engagement is 100% and that the
vocabulary is being pushed through the students and not just the teacher. Making a classroom
one that discussion is the main way of learning and students are more prone to learn at grade-
level in a classroom where the students are the ones doing the teaching and learning and the
teacher is there to guide the instruction and create space for success.

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