Create A Standards-Based Reading Comprehension Or Vocabulary Lesson Plan For Third- Or Fourth-Grade General Education Students.

Vocabulary Lesson Plan

PART A

Lesson Plan that Vocabulary Strategy

GENERAL INFORMATION

Lesson Title & Subject(s): Root Words and Affixes

Topic or Unit of Study: Vocabulary

Grade/Level: 4th Grade

Instructional Setting: The lesson is supposed to be conducted in a classroom setting with the 4th grade students arranged in groups of six seated in a circle. The instruction will be aided by use of word displays on the board and by word cards to be issued to the students.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): The state core student achievement for instruction at this level of elementary learning is to impart knowledge and skill in English language that will lay a foundation for the student seeing through education to high school and then proceeding to college.

Lesson Objective(s):

 The overall objective of this instruction is for the students to learn how the use of affixes and root words give meaning to words. Attainment of this overall objective can be illustrated through the attainment the set of the objectives listed below:

  • The student should gain an awareness on how to generate the meaning of word by looking at the root word and the affix, this should be reflected in their contextual analysis of the words.
  • The students should be able to synthesize whatever they have learnt from the instruction and this should be demonstrated by the way they construct game cards incorporating root words as well as affixes.
  • The students have to show the ability to work as a unit in developing their understanding the use of root words and affixes. This should be reflected in how well they solve the word games as a group.
  • Students should be able to develop better comprehension of text and this should be shown by small reading exercises.
  • Students should also be able to improve on their spelling and this can be reflected on how efficiently they engage with the word play.
MATERIALS AND RESOURCES

Instructional Materials: Materials for instruction for the lesson will include wall charts and game cards; for illustrating how root words combine with affixes to make meaning out of words and to show how comprehension of text can drawing meanings out of words by referring to root words and affixes. Reading materials including “Teaching Reading in the 21st Century” by Graves et al, (1998)

Resources:

Evertson, C. M. (1994). Classroom management for elementary teachers. Allyn & Bacon, A Division of Simon & Schuster, Inc., 160 Gould Street, Needham Heights, MA 02194..

Graves, M. F., Juel, C., & Graves, B. B. (1998). Teaching Reading in the 21st Century. Order Processing, Allyn and Bacon, PO Box 11071, Des Moines, IA 50336-1071.

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

  1. Student Prerequisite Skills/Connections to Previous Learning:

Student during this lesson should be able to understand what root words are and what affixes are. They will be reminded in the first five minutes of through chart displays and they should be able to answer any related questions.

  1. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

The purpose of the lesson is to make the students able to understand how to grow meaning from world by looking the root words and the affixes.

The display of charts at the beginning five minutes of the lesson displaying root words and affixes will enable the students make connections to the knowledge they already have on root words and affixes and thus enable them focus on acquiring the skills intended for the lesson.

Modeling:  

The lesson will incorporate word play where the students will be expected to use word cards to draw meaning out of words based on the root words and the affixes. I would demonstrate this using two examples before allowing them to embark on the same on their own.

  1. Guided Practice:

As the students are meant to work in groups of six, as the teacher, I will go around all these groups guiding them on how to go around the word play and where I notice a common problem with the groups; I would explain it in front of the class with the aid of the chart. This should take about the first ten minutes of student engagement in group work

  1. Independent Student Practice:

I will draw back and let the student engage on the exercise on their own in their groups of six whereby they are each group is supposed to record the outcomes of the their engagement to be shared with the class after the session is concluded.

Explain how students will practice the skill independently. The teacher steps back during this time and allows students to demonstrate their understanding of the focus skill. This can be a pure practice time or a time when the assessment is administered.

  1. Culminating or Closing Procedure/Activity/Event:

When the group work is over, each group is expected to submit the results of their engagement and it will be explained to them how essential the exercise they have engaged him can aid in their comprehension of text.

Instructional Strategy (or Strategies):

The strategy to be applied in this lesson is interactive instruction whereby the teacher guides the students into formation of groups in which through word play, they can learn on how to make meaning out of words based on the root words and affixes.

Differentiated Instruction Accommodations:

The exercise carried out in this lesson is suited for students with different capabilities. For students who are learners of English, word play and charts are easier ways to teach vocabulary and for students with hearing disabilities, word play and charts require more of visual engagement and thus is well suited for them.

Use of Technology:

For this learning engagement, word play software installed in children friendly tablets would be essential in word play.


Student Assessment/Rubrics:

Based on the responses from each group on the outcome of the students’ engagement, the teacher will be able to establish whether students achieved the outlined objectives. A reading comprehension text will also be administered to establish how much they gained from the engagement.  

PART B

Early Literacy Lesson Plan (Reading as an Early Literacy Skill)

GENERAL INFORMATION

Lesson Title & Subject(s): Reading

Topic or Unit of Study: Early Literacy Skills

Grade/Level: 3rd Grade

Instructional Setting: The lesson is supposed to be conducted in a classroom setting with the 3rd grade students divided into equal groups. The instruction will be aided by use of word displays on the board and by word cards were the students can make words and read them loud to the class.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): The state core student achievement for instruction at this level of elementary learning is to impart knowledge and skill in English language that will lay a foundation for the student seeing through education to high school and then proceeding to college.

Lesson Objective(s):

The overall objective of this instruction is for the students to learn how to effectively use word play techniques and charts to read effectively. Attainment of this overall objective can be illustrated through the attainment the set of the objectives listed below:

  • The student should be able to come up with simple word that they can read comfortably. This should be illustrated by the ease in which they use word play.
  • The students should be able to make come up with simple sentence structures. This should be reflected on their following of the teacher’s examples on the chart.
  • The students should comfortably read simple sentences and this can be ascertained by assessment they are subjected to afterwards.
MATERIALS AND RESOURCES

Instructional Materials: Materials for instruction for the lesson will include wall charts and word cards; for coming up with simple words and simple sentences that boosts their reading skills. Reading materials including “Classroom Management for Elementary Teachers” by Evertson, (1994) will be instrumental.

Resources:

Graves, M. F., Juel, C., & Graves, B. B. (1998). Teaching Reading in the 21st Century. Order Processing, Allyn and Bacon, PO Box 11071, Des Moines, IA 50336-1071.

Evertson, C. M. (1994). Classroom management for elementary teachers. Allyn & Bacon, A Division of Simon & Schuster, Inc., 160 Gould Street, Needham Heights, MA 02194.

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

  1. Student Prerequisite Skills/Connections to Previous Learning:

Student during this lesson should be able to understand that words can be put together to come up with simple sentence structures. They will be reminded of this through illustrations involving simple combination for example: (Subject + Verb + Complement)

  • Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

The purpose of the lesson is to make the students able to understand how to and come up with simple words that can be combined to form simple sentences. .

The display of charts will show the students what they are supposed to come up with in their groups where they engage in word play.

Modeling:  

The lesson will incorporate word play where the students will be expected to use word cards to come up with words and use the words to come up with simple sentences they can read with ease. This should take ten minutes

  • Guided Practice:

As the students are meant to work in groups, as the teacher, I will go around all these groups guiding them on how to come up with words and organize them into simple sentences. Where I notice a common problem with the groups; I would explain it in front of the class with the aid of the chart. This should take about fifteen minutes.

  • Independent Student Practice:

I will draw back and let the student engage on the exercise on their own in their groups. Each group is supposed to record the words and the combinations making sentences and this should be read loudly to the class.

  • Culminating or Closing Procedure/Activity/Event:

When the group work is over, each group is expected to submit the results of their engagement and it will be explained to them how essential the exercise they have engaged him can aid in their comprehension of text.

Instructional Strategy (or Strategies):

The strategy to be applied in this lesson is interactive instruction whereby the teacher guides the students into formation of groups in which through word play and by the aid of the teacher’s chart, they can learn on how to come up with words and combine them into simple sentence.

Differentiated Instruction Accommodations:

The exercise carried out in this lesson is suited for students with different capabilities. For students who are learners of English, word play and charts are easier ways to incorporating reading skills and for students with hearing disabilities, word play and charts require more of visual engagement and thus is well suited for them.

Use of Technology:

For this learning engagement, word play software installed in children friendly tablets would be essential in word play.


Student Assessment/Rubrics:

Based on the words and sentences from each group on the outcome of the students’ engagement, the teacher will be able to establish whether students achieved the outlined objectives. A simple reading comprehension text will also be administered to establish how much they gained from the engagement. 

References