Reading Component Project

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Reading Component Project: Vocabulary Instruction

Ashley Patnaude EDU 740 Professor Deterding

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Lesson One: Contextual Redefinition Charlottes Web Chapters 16-18 Vocabulary Words Grade: 2 Class Size: 20 students Subject: Reading Lesson Length: 30 minutes Massachusetts Learning Standards: Use sentence-level context as a clue to the meaning of a word or phrase. Use knowledge of the meaning of individual words to predict the meaning of compound words. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Learning Goal: to use background knowledge to examine the meanings of words and to verify the correct meaning of a word through the context or dictionary Objective: Students will be able to use background knowledge and context clues to infer word meanings, as well as, refer to dictionaries to determine actual definitions. Materials: 20 Charlottes Web copies Chart paper (or similar way to model) 15 Dictionaries Procedure 1. Present unfamiliar, but important, words from the text on chart paper, one by one: cautiously paradise particles fragments

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veritable loot cargo bewitched pummeled interview humble enormous masterpiece 2. Have students work with a partner to make predictions about definitions. (Access background knowledge) 3. Read each word from the text or in appropriate similar context aloud to class. 4. Allow students the opportunity to change or confirm their predictions and discuss the usefulness of context. 5. Students work together to verify word meanings in dictionaries. 6. Wrap-up discussion (See below)

Differentiation Differentiate this lesson by providing one on one assistance, working with struggling students in a small group, flexible grouping, and reducing the number of vocabulary words, as well as allowing for extra time. Informal Assessment Wrap-up discussion: The class will participate in a class discussion focused on answering the question, How is it different to simply see words by themselves and then to see them in context? Formal Assessment Students will take a brief quiz at the end of the week reviewing these vocabulary words.

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Lesson Two: Root Words Charlottes Web Chapters 16-18 Vocabulary Words Grade: 2 Class Size: 20 students Subject: Reading Lesson Length: 30 minutes

Massachusetts Learning Standards: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Learning Goal: to understand that a word derives meaning from the root word, also know as the base or stem. Objective: Students will understand how words get their meaning and consider parts of words, while better learning vocabulary from the text. Materials: 20 Charlottes Web copies 15 dictionaries 20 notebooks or templates Procedure: 1. Students research meaning of root words for the following: cautiously, veritable, bewitched, learning that roots determine a words origin and history to make the word more memorable. How does knowing the root word help you? 2. Students generate a set of new words by adding prefixes and suffixes. Write words in notebook or on template. What is the root word of____? 3. Students look up definitions of root words in dictionaries.

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4. Wrap-up discussion (See below) Differentiation To differentiate, allow students to work in pairs or small groups. Reduce the number of root words to be defined. Provide extra time if necessary. Provide graphic organizers that are clearly labeled for prefix, suffix, root word. (see attached template) Extension Students can categorize words. Informal Assessment Wrap-up discussion: The class will participate in a reflective whole-group discussion about this question: How do these words all relate and be categorized? Formal Assessment Students will take a brief quiz at the end of the week reviewing these vocabulary words.

Graphic Organizer Vocabulary Word cautiously veritable bewitched Prefix Root Suffix

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Lesson Three: Vocabulary Charades Charlottes Web Chapters 16-18 Vocabulary Words Grade: 2 Class Size: 20 students Subject: Reading Lesson Length: 30 minutes Massachusetts Learning Standards: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Identify real-life connections between words and their use. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Learning Goal: to make a mental image of a word to aid in recalling a word. Objective: to review vocabulary words before a vocabulary quiz. Materials: 20 Charlottes Web books stack of note cards symbolic objects (broom, hat, spider, pig, rat stuffed animals, bag, tie, picture frame, etc.) Procedure: 1. Students take turns selecting note cards that have vocabulary word on them. 2. Students act out (role-play or pantomine) the meaning of the word, using related objects. What part of the pantomine helped you to know the word? 3. Class calls out suggestions for what the word might be until the correct word is said. 4. Wrap up discussion (see below)

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Differentiation To differentiate this lesson, provide hints for acting, as well as, additional time for students to prepare. Extension Have students create short skits portraying several vocabulary words. Informal Assessment Observe acting of words. Wrap-up discussion: Why did you choose that movement to act out that word? Formal Assessment Students will be assessed for their understanding of all chapters 16-18 vocabulary words on a brief quiz following this activity. Quiz will include multiple choice, matching up, and short answer questions to gauge understanding.