Name: Nataly Abrego Date: April 10th, 2012 NEVADA STATE COLLEGE Lesson Topic: Word Study Center

Description of Classroom: This word study center was designed for a 5th grade classroom; age range 1011. Background: This center focuses on building vocabulary knowledge. Students can do this center individually or with a partner- whatever the teachers prefers. This center features a new vocabulary list every week; students are continuously building their own Personal Dictionary, as well as their vocabulary knowledge. Students use technology to find the multiple definitions of a word, antonyms and synonyms, and they develop their own sentences for the word for their own understanding. Content Objectives: 1. Given a vocabulary list, students will use technology to research the multiple meanings of a words and its synonyms and antonyms. 2. With the acquired understanding of what the word means, students will write their own sentences using the word appropriately according to its definition. 3. Students add to their new words to their Personal Dictionary and can use it as a future reference. Language Objectives: Writing: definitions, antonyms, synonyms, and sentences Reading: internet research for the vocabulary word Listening: to pronunciation of the word online Speaking: repeating the words pronunciation Nevada Standards: RF.5.4.c. Use context to confirm or self-correct word recognition and understanding. L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases. L.5.4.c. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both in print and digital, to find the pronunciation and determine or clarify the precise meaning of the key words and phrases. L.5.5.c. Use the relationship between particular words (e.g. synonyms, antonyms, homographs) to better understand each of the words. Key Vocabulary: The Key Vocabulary words (list of 10 words) changes every week- words are picked from a variety of sources. Best Practices:
X X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Process Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

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 Graphic Organizers Personal Dictionary Technology Word Walls Warm-Up Activity: 1. Teacher would have to model the steps of this center through a mini-lesson. This is done so students know how to conduct research for appropriate meaning(s) of a word. To set a purpose for the center; so students can construct word knowledge of words with multiple meanings and to build personal dictionaries. Vocabulary knowledge and reading achievement are closely related: students with larger vocabularies are more capable readers, and they know more strategies for figuring out the meaning of unfamiliar words than less capable readers do [Tompkins, 2010; pg. 227]. 2. As students learn about a word, they acquire a wide range of information. They learn one or more meanings for a word and synonyms and antonyms to compare and contrast meanings [Tompkins, 2010; pg. 229]. Students develop and add to their Personal Dictionary every week. Lesson Sequence for Word Study Center: 1. Teacher picks a new vocabulary list of 10 words each week. These words can be picked from books students are reading, thematic units, words students struggle with, figurative/literal language and phrases, or from internet sources (basic, academic and/or specialized words). This list changes every week so students can develop their ability to learn words independently and use them effectively [Tompkins, 2010; pg. 228]. Students add their words to their Personal Dictionary and can refer back to them during reading and/or writing activities. 2. Teacher can have students do this center independently or in partners. For struggling students, I would place them with a partner until the student gains independence and confidence in this center to do it on their own. 3. At this center Using graphic organizers, students write down the vocabulary words first. Next, they can use the dictionary in print and/or digital to find the multiple meanings, synonyms and antonyms. On their own, students write sentences for the words. Closure Activity: 1. Students add their new words in their Personal Dictionary. 2. Students clean-up center by logging off the computer or placing the dictionary and thesaurus back on the library shelf. 3. At the end of the week, words will be placed on Word Wall bulletin board to reinforce the vocabulary knowledge. Materials: Index Cards Pencils Vocabulary List Computer (wordcentral.com)

 Dictionary, Thesaurus Accommodations: Teacher will provide additional guidance wherever it is needed. For struggling learners, this word study center can be beneficial for them because they are building background vocabulary knowledge, developing word-learning strategies and word consciousness. Assessment: Informal: Teacher Observation Formal: in future writing assignments, whether they used word appropriately Word Study Center Sources: Tompkins, Gail E. Literacy for the 21st Century A Balanced Approach (5th Edition). Boston, MA: Pearson, 2010. Definitions, synonyms and antonyms retrieved from: http://www.wordcentral.com/home.html Vocabulary words retrieved from: http://www.flocabulary.com