Explicit Teaching of Vocabulary with a focus on Effective Instruction

A Master teacher has the ability to continuously evaluate, improve, and reflect upon one's own teaching.

Name:_Kara Benz_________School:_TIS____________Position/Grade level(s)____5th____________

Self Evaluate your current Teaching

Use the following scale to rate how well you feel you currently implement each of the factors
listed below that lead toward more effective instruction and management during your literacy
instruction. Feel free to add
additional factors that you feel will lead toward improved teaching.
Scale:1=novice..3=intermediate..5=expert
__4__Set clear and high behavior & learning expectations.
__3__Model the behavior & learning expectations and ensure 100% mastery before continuing
with the lesson.
__3__Monitor students' progress on your expectations throughout your teaching .
__3__Gain and maintain every students' attention .
__2__Maintain a perky pace.
__4__Ensure all students are actively engaged throughout your teaching ~ Elicit responses.
__4__Monitor students responses .
__4__Provide corrective feedback .
__4__Provide positive behavioral support .

Select a Goal to Improve your Teaching

Write an improvement goal based on your self evaluation that focuses in on effective instruction
A goal based on my self-evaluation would be to maintain a faster pace with the lesson; I am
always running out of time or spending too much time on a certain topic.

Lesson #1: Word Learning Strategy

Name of Strategy _PAVE MAP_______ Grade Level (s) of Students_5th_____ Group Size_5____
What data did you use to determine the need for this strategy? How do you know that
it is the appropriate level of difficulty for your student(s)? If applicable, how do you
know that this strategy is aligned to additional instruction that is being provided by
other teachers (i.e. SPED, ELL, Gen Ed, Title I, etc.).

This strategy meets Common Core standards for fifth grade, CCSS.ELA-LITERACY.L.5.4.A.
According to this standard I knew that this would be an age appropriate task that they are
required to know. This strategy was also taken from Teaching Reading Sourcebook, pg 514. The
book states that this strategy is for grades 3 and up so I felt confident that it would be an age
appropriate task. The words the students chose for the word map were words they did not know
from the books they are reading in their book group. The books were assigned students based
on their reading level, so it is important that students have a clear understand of the vocabulary
in their books. The fifth graders are all reading the same books and are required to do the same
book project. I know the other teachers are also meeting these vocabulary standards and using
vocabulary strategies for their students in these book groups because it was discussed at the
previous PLC meeting.
Describe how you taught the strategy following the principles of systematic, explicit
teaching.
Direct Explanation

I introduced the PAVE Map and what it stood for and why we were using
it. Prediction. I explained that it is important to know the meaning of
words that they are reading to better understand the story.

Teach/ Modeled (I
do)

I demonstrated what they were going to do each step. Wrote the

context sentence. Wrote the target word. Wrote predicted meaning of
word. Wrote a sentence based on predicted word meaning. Looked up
word definition in dictionary. Rewrote sentence using correct definition.
Drew a picture of word meaning. I had this finished prior to save time.

Gave Guided
Practice (we do)

A student volunteered one of their unknown words to use as a group.

The entire group wrote the target word, found it in their book to write
the context sentence. We worked together to finish the sheet.

Watched and gave

I gave the students another PAVE MAP for them to complete using their
corrective feedback own unknown words that they found from the reading. I helped many
(you do with my help) of them through this. They had difficulty looking up words in the
dictionary. They usually use their ipads, but I had them use the
dictionaries.
Independent
practice (you do)

The students did another PAVE MAP independently, although I was still
at the table if they needed help. I think by next the students will be
able to do it all independently since they had so much practice today.

Next Steps for Instruction for this Group of Students:

I will continue to use this for unknown words that are on tier 2 or 3. Because it is a long process
I will keep it only for more difficult words. I noticed these students need more practice using the
dictionary, so I will continue to have them look up definitions in the dictionary because it is an
important skill to have.

Lesson #2: Word Consciousness

Name of Activity _Simile Word Web____ Grade Level (s) of Students 5th_____ Group Size__6____
What data did you use to determine the need for this activity? How do you know that
it is the appropriate level of difficulty for your student(s)? If applicable, how do you
know that this activity is aligned to additional instruction that is being provided by
other teachers (i.e. SPED, ELL, Gen Ed, Title I, etc.).
The data I used to determine the need for this activity was the standards. One of the Common
Core Standards for fifth grade is Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. (CCSS.E:A-LITERACY.5.5.A)
I picked this activity because the book my group is reading is full of similes and I thought this
would be a good opportunity to discuss similes to help the students have a better understanding
of the similes in the book they are reading. It also helps them better understand and describe
vocabulary words. I know other teachers are going over similes in some WIN groups.
Vocabulary Words used in the activity:
Students choose their own words to use for their simile map. Death, kidnapped, johnnycakes,
mountains were some of them.
How/why did you select these words?
I let the students pick their words so they could have more ownership of their work. The
students word choice might be more interesting to the students than my choice might be.
Describe how you implemented the activity following the principles of effective
vocabulary instruction presented in this unit
Explanation

I reviewed what a simile was and why authors use them. I explained
what a five sense simile web was. I gave an example using a map I had
made.

Guided Practice

I had the students help me finish my map. We worked together as a

group to think of a few of the senses that my vocabulary word was like.

Collaborative
Practice

Students looked through their books together and brainstormed

vocabulary words to use for their simile map.

Independent
Practice or Extend
Word Knowledge

Students chose a word, wrote it on their map then created a simile for
each of the five senses.

Next Steps for Instruction for this Group of Students:

Students are covering similes and metaphors in the their WIN class, so I don't think I need to do
another simile map. They understand similes pretty well. I will have them try and find and
record similes they come across in their readings to share with the group for discussion. I am
going to continue to further vocabulary instruction in this group by going over all of their
unknown words that they write down each week from each chapter.

Lesson #3: Word Learning Strategy

Name of Strategy _Vocab Word Sort-Parts of Speech Review_______ Grade Level (s) of
Students_5th_____ Group Size_14____
What data did you use to determine the need for this strategy? How do you know that
it is the appropriate level of difficulty for your student(s)? If applicable, how do you
know that this strategy is aligned to additional instruction that is being provided by
other teachers (i.e. SPED, ELL, Gen Ed, Title I, etc.).
The data I used to determine this strategy was from what my mentor is teaching in her WIN
class, which was based off of FAST scores. These students in this class scored low on the FAST
reading assessments particularly in parts of speech. Since this is very important not only in their

testing, but in their everyday reading and writing vocabulary it is being covered in WIN. The
students were given a pre-assessment to see what parts of speech they knew and most of them
only knew what a noun wasyikes. So that is what we have been teaching the past few weeks.
I decided to use a word sort for review so they can apply what they have learned and sort words
into the correct categories of parts of speech. Other fifth grade teachers are also teaching parts
of speech but on different levels, some are more advanced parts of speech and some are more
basic.
Describe how you taught the strategy following the principles of systematic, explicit
teaching.
Direct Explanation

I reviewed parts of speech we have been learning the past few weeks by
showing definitions and examples of each, noun, pro noun, verb, adverb,
and adjective. Students repeat the definition after me. Students turn to
their neighbor and give an example of each as we review.

Teach/ Modeled (I
do)

I explained that were going to sort words under which part of speech
they belong. This is going to help them review and apply everything they
have been learning. I showed the students the table of parts of speech
they will be given and the sheet of words. I picked a word from the sheet
and wrote the word under the correct part of speech the word belonged
to. For example choose yesterday on the sheet and wrote it under
adverb. Then I made and wrote a sentence using that word. For
example, Yesterday I went skiing on the mountain.

Gave Guided
Practice (we do)

I called on someone to pick the next word. I asked the class, what part
of speech is this word? Tell your neighbor. I called on someone to
share with the class, see if everyone agrees, then we wrote the word
down in the correct place. I asked another student to make a sentence
with that word.

Watched and gave

corrective feedback
(you do with my help)

I had students try once more independently but as a group and I went
around and make sure they were doing it correctly. I had a volunteer
share with the class, everyone will agree or disagree and discuss.

Independent
practice (you do)

Students completed the word sort independently and wrote a sentence

using one word from each part of speech.
We came back together to share our word sorts and sentences.

Next Steps for Instruction for this Group of Students:

Before we move on to other parts of speech we want to make sure they have a strong
understanding of what we have learned. We will do a little more work with adverbs because from
looking over their word sort a lot of them needed help with the adverbs. Next we will go over
Articles, conjunctions, prepositions, and interjections.

Analyze your Instruction

In order to help you analyze your instruction you will need to either video tape one of your
lessons or have a coach, administrator, or colleague observe your lesson. You may also want to
use data gathering tools or observation forms that will help you analyze your lesson (links to
some of these can be found within the course lessons). Please indicate which method(s) you
used:
____Video Taped

_x_Observed by:__Cyndi Jurkowksi______________________________

Self Reflection for Continuous Improvement

Review your videotaped lesson or have a post observation conversation with
the person that observed you. Make note of the strengths of your lesson,
paying careful attention to the specific changes or enhancements you
implemented. Were there things you would do differently in your future
teaching?
I have noticed that I have become much more comfortable teaching and stating
objectives; as well as making sure the students are actively engaged. I maintained a
faster pace by setting timers when necessary. I felt the best about my vocabulary lesson
for WIN, it was a whole class lesson and activity. I kept the students actively engaged by
having choral responses and having the students pair share examples of parts of speech.
I was also giving specific positive feedback, instead of just saying good job, which I was
doing in my previous lessons.

Reflect
Was your improvement goal met?

__x_YES

If so, do you feel you are ready for a new goal?

___NO

Yes I feel I am ready for a new goal. I was keeping a better pace while teaching these lessons. I
think the more comfortable I get teaching and the more I get used to the schedule and time
frames the smoother lessons go.