FRAMEWORK FOR PLANNING A WHOLE GROUP LITERACY LESSON

Name: Emily Winslow

Lesson Title: Vocabulary Games

Grade Level: 2nd grade

Curriculum Resource(s):
I will have the list of their weekly vocabulary words.

Learning Goal:
For students to start developing a bases of the vocabulary words and to find what the theme
sound of the week is. For the students to relate the word to an image and to be able to draw
that image.

Arizona College and Career Readiness (Common Core) Standards Addressed:

Second Grade CCSS.ELA-Literacy.L.2.5; Demonstrate understanding of word relationships and
nuances in word meanings.

The Literacy Activity:

Write the vocabulary word first. Then draw a picture that relates to the word. If the
word was boat you could draw a boat.

I choose this activity because the students get nervous for their weekly vocabulary
test. Having an extra time where they can work with the vocabulary words at the
beginning of the week will help them become less stressed throughout the week.

ANTICIPATED STUDENT RESPONSES: Thinking about the Students Thinking

I anticipate that the students will respond to this lesson by being excited to be able to
use markers and crayons to work on their vocabulary words. I think that the students
will need to work on a few examples with me and their classmates before they are
ready to try vocabulary. The strategies that the students will use are using their
classroom recourses to know how to spell the vocabulary words. The misconceptions
that the students might have is that they may think they just have to draw the
picture and not write the vocabulary words as well. Writing the vocabulary words
should be easy for the students because they can look at their list. The students may
have a hard time drawing pictures of the words if they are not familiar with all the
words.

EXTENSIONS UP AND DOWN

Describe how you could modify the task (i.e., task structure, text, and/or grouping) for
students who struggle with the skill (extensions down) and for students who are ready for an
additional challenge (extensions up).

Extension down: I will work with students for all of the vocabulary words to help them
brainstorm ideas on what to draw.

Extension up: I will have students do their challenge words of the week in edition to the
normal vocabulary words.

Materials & Tools

Consider:
What materials or tools will you need?
How will these materials support your teaching or make the ideas easier for the
students to understand?

Description of the materials you will have available for students:

The materials that I will need to have ready for the students are copies of their vocabulary
words, paper, pencils, and markers.
These materials will help the students on this activity because they will be able to look back at
the vocabulary words for how to spell them.
 3 PART LESSON PLAN

1) BEFORE: Introduction
2)
Consider how you will:
Transition students into the lesson
Introduce the activity
Get the students ready.
Draw on prior knowledge and experience.
Make sure all students understand what you are asking. Consider ways to
support English learners
Include SPECIFIC QUESTIONS that you will ask students during this part of the
lesson.

BEFORE -- YOUR PLAN for what teacher and students will do and WHY:

My plan is to introduce this activity to the entire class during carpet time when we tell them
what they are going to do at each center. I will explain to the students that they have to first
write the vocabulary word then draw a picture for each word. That they are not required to do
the challenge words but if they think they can they should give it a try. I will tell them that we
will do the first few as a group during that center time then they will work independently.

2) DURING

Consider how you will:

Support students as they are working
Find out about students’ thinking
Support students’ thinking
Support diverse groups of learners. For example, consider specific supports
that will be needed for Emergent Bilinguals.
Pose questions that help students extend their understanding
Include specific questions that you will ask students during this part of the
lesson.

YOUR PLAN for what teacher and students will do and WHY:

I will support students as they are working by encouraging them to be creative in the pictures
they draw. I will also support the students by reminding them to use their classroom resources
to write the vocabulary words. I will find out about the students thinking by having them
explain to me why they think that would be a good picture to draw. I will support their thinking
by telling them that they are thinking in a creative way or agree that I think that picture makes
sense. I will support diverse groups of learners thinking by helping them think of examples by
asking them questions or explain what the vocabulary word means. Questions I could pose
are: how could you use that word in sentence?, what do you think that word means?, and what
color would that be?
3) AFTER: Summarizing / Final Discussion

Consider how you will:

End the lesson
Summarize the important ideas
Think about how to extend the children’s thinking.
Include SPECIFIC QUESTIONS that you will ask students during this part of the
lesson.

YOUR PLAN for what teacher and students will do and WHY:

I will end this lesson by asking the students to share one of their vocabulary words with the
group. I will have them spell the word and then explain their picture and explain why they
drew that picture. I will extend the students thinking by then asking the students to try to use
multiple vocabulary words in one sentence.

ASSESSMENT

How will you assess what students learned?

I will assess what the students have learned by listening to their reasoning as they share to the
group. I will also collect their work sheet and see the work that they have completed.