Little Grunt and the Big Egg- Spelling and Vocabulary Lesson

Monday, October 18, 2010

I. Rationale- This lesson will introduce the students to a new set of vocabulary words that they will be working with for the remainder of the week. The lesson will introduce the vocabulary words in a multi-media format and will present students with several different comprehension strategies for each word. The lesson will also begin reinforcing their spelling words for the week. Since the school week is only 3 days long, the students are given their spelling lists on Friday and have the weekend to being working with and learning them. This lesson is important to teach the students so that they can gain an understanding of the meaning of each vocabulary word in order to build their verbal and sight vocabulary, as well as comprehend the meaning of the week’s story and understand how those words or terms can be seen in the world.

II. Goals and Objectives

a. Instructional Goal

· After this lesson, students will be able to identify and define the week’s vocabulary words.

· After this lesson, students will be able to identify and correctly read the week’s spelling words.

b. Specific Objectives

· Students will be able to identify new vocabulary words within the text of the story.

· Students will be able to recall a basic definition of each vocabulary word.

· Students will be able to identify new list of spelling words.

c. WV CSO’s

· RLA.O.3.1.1 – Identify and practice appropriate sight words and content vocabulary.

· RLA.O.3.1.6 – Use meaning clues to aid in comprehension of content across the curriculum (e.g., pictures, picture captions, etc.)

· RLA.O.3.1.15- Increase the amount of independent reading to build background knowledge, expand vocabulary, and comprehend literary and informational text.

III. Essential Question- Why is learning new vocabulary words important?

IV. Procedure-

a. Lesson introduction- First, I will have the students write their spelling words on a sheet of paper. After writing all 20 of their words, students will then trace over their words using 3 different colors, once in green, once in blue, and once in red. After students have finished writing their spelling words, I will begin the PowerPoint.

b. Lesson development- I will use a PowerPoint presentation to present the students’ new vocabulary words to them. In the PowerPoint, I will use several different comprehension strategies including showing the word, a picture pertaining to the word, the definition, and using the word in a sentence. Each slide will contain all strategies with the word appearing first. I will ask the students what word it is and will help them phonetically sound it out if necessary. I will then show the picture and ask students what they think the word means after looking at the picture. Next, the definition will appear on the screen and I will read it to the students and reiterate how the picture represents the definition. Lastly, a sentence containing the word will appear and I will have the students read the sentence out loud with me. After we have completed the PowerPoint, the students will turn to page 224 in their reading books. I will then ask a volunteer to read aloud the first paragraph introducing the passage. Next, students will read the remaining portion silently.

c. Lesson closure- After all students have finished reading, I will then read the story aloud to the class. Then, students will orally answer the questions listed below to check their comprehension of the story and vocabulary words.

d. Lesson contingency- If there is remaining time, I will ask students to recall vocabulary words from previous weeks and give a definition or the teacher will begin the rest of the day’s reading lesson.

e. Pacing guide- This lesson will take 30-45 minutes.

f. List of questions- On a scale from 1-5 with five being the most excited…

· What do you think is happening in the first picture?

· Have you ever had an omelet?

· What do you think is happening in the second picture?

· What is an easy way to remember the meaning of brunch?

· What is happening in the pictures on page 225?

· When is a volcano peaceful?

· What escapes out of the top of a volcano?

· What happens when a volcano erupts?

V. Daily (formative) Student Assessment

In order to see if the students have met the daily objective of identifying and being able to give a basic definition of the new set of vocabulary words, I will generate a questioning session following the lesson to gauge what percent of students were able to recall a word’s definition and which students struggled. Also, I will observe which students could answer the questions asked after reading the section with appropriate answers.

VI. Materials, Equipment, and Resources

The materials I need include: paper, a computer, a projector, an ELMO machine, vocabulary PowerPoint, and the students’ reading book.

VII. Modifications for Diverse Learners

My lesson has already been modified to accommodate the various diverse needs of the students in my classroom. I have incorporated various comprehension strategies to identify with various learning styles including the visual and auditory learner. Also, I will be reading all text aloud so that students who require an auditory modification will be able to succeed.