Kristin Foster

EDSE328
Social Studies Vocabulary Lesson
February 24, 2014

1. Lesson Topic
Use context clues to find out what responsibility means. This relates to their
behavioral expectations through out the school day.

2. Learning Targets
Students will be able to give examples of responsibilities. Ismael will point to
given words, and match words to related pictures. Aidan will point out examples
and non-examples of responsibilities in the article.

3.Standards/EEOs/21
st
Century Skills

Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
2. Comprehension and fluency matter when reading informational and
persuasive texts in a fluent way
b. Use Craft and Structure to:
i. Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area. (CCSS: RI.4.4)

EEO II. Identify meaning of 2 3 key vocabulary in informational text by
matching text to a picture, model or action

21
st
Century Skill- Students will determine meaning of a word by evaluating
the surroundings to practice problem solving. Students will also learn their
responsibilities in order to live and respect others around them.

4. IEP Goals
Aidan will be able to read 40/40 Pre-primer Dolch words, 52/52 Primer Dolch words and
41/41 First Grade Dolch words from reading 32/40 Pre-Primer words, 27/52 Primer words
21/41 First Grade Dolch words.
Ismael will increase his sight word fluency from 10/31 Fry sight words and 10/15 Primer
Dolch noun words to 50 Fry sight words and 1st grade Dolch noun words
when presented with a visual card for matching or flash card as measured.

5. Specific Strategy
Students will use context clues to find the definition, examples and non-
examples of vocabulary words. While reading the article students will scan for
sentences that read (vocabulary word) is.. in order to find the definition. Then to
find examples they will look for key words such as will be, is, should. They will read
the sentence with the key word to find examples. Then they will find non-examples
by looking for words like do not, should not, is not. They will read the sentence
containing the key words for non-examples in order to find non-examples. Students
can use this skill during any spoken language interaction and other written articles
when finding the definition of a new vocabulary word.

6. Prior Knowledge
Students should have the reading vocabulary and fluency in order to read the
article. Students should understand how to use a t-chart. Students should
understand expected and unexpected behavior.

7. Behavior Management
Aidan and Ismael can work for a preferred item if needed as motivation.
Ismael will sit next to me so that I can give him squeezes when he asks
appropriately. Aidan will sit across from me so that way I can ask for his eye contact
to get his attention. I can use Aidans star chart as reinforcement for positive or
negative behavior.

8. Materials
-t-chart displaying No. Not my responsibility. And Yes. My responsibility.
Visuals for quiet, loud, still body, out of control body, listen, word, help, not,
we, hurt, school, learn, follow rules, have, responsibilities, stay with teacher,
run away, walk around, walk in line, smile, look, play in the bathroom, wash
hands, go to the bathroom, stand in the hall way, get a drink, hands to self, do,
is, what, we, you, the, come, live and home.
The Steps for finding context clues.
Highlighter
Paper and pencil




















1. Anticipatory Set
a. Today we are going to learn a new word, responsibility.
In order to learn what does your mouth need to do? What does your brain
need to do? What does your body need to do? What do you eyes need to do?
Good Job! That is the behavior I expect you to have.
b. Responsibility is similar to expected behavior. Today we are going to use
context clues to find out what the word responsibility means. Then we will
be able to understand what our responsibilities are.
1. Read

1. Teaching: Direct instruction.
a. i. I will first read the article. When I read I am going to look for the word
responsibility. After I find the word I am going to look for the definition of
the word in the sentence before or after. If I see a sentence that says
responsibility is I will highlight it. That is the definition. When I see the
word responsibility I will look for examples and non-examples of the
word. I will use key words. (Should, and Should not). I will model by
thinking out loud while reading. Oh, I see responsibility is..I will highlight
that sentence. Oh I see, We should listen to other people. I will put listen
as an example of responsibility.
1. Look for the word responsibility.
2. Look for a sentence that says responsibility is.. and
highlight it.
3. Look for key words for examples. (Is, should, will). Write
them down what responsibility is.
4. Look for key words for non examples. (is not, should not,
will not.) Write down what responsibility is not.

i. I will engage students by asking them Do you see the word
responsibility? Point to the word responsibility. Point to the word
should? Will I put help other people in the example column or in the
non example column. For Ismael, this will look more like, Point to
not. Match home to the picture of home.
ii. After/While reading the passage with teacher support. They will each
put pictures of the responsibilities we have on the correct side of the
t-chart, and they will put non-examples of responsibilities on the
other side of the t-chart.
b. Scaffolding will be an already created t-chart, already labeled with Our
responsibilities and not our responsibilities. The steps will be provided
for the students to use while finding the meaning of the word
responsibility. Both Ismael and Aidan will have the accommodation of
using pictures to display their knowledge. In order for Ismael to answer
questions, he will have the accommodation of choosing between two
PECS. Aidan will be given two verbal options for answer questions if he is
struggling. Ismael will have the modification of identifying vocabulary by
matching the text to a relating picture.

4. Checking for Understanding.
What is a responsibility?
What should you do when someone else is talking?
Do responsibilities help us have expected behavior or
unexpected behavior?
If Ms. Martines class is working quietly during literacy, what is
your responsibility?
Why should you ___(name responsibility)__?
If you follow the rules, are you helping us live together?
When someone is talking is it your responsibility to be quiet or
to be loud?
When you are in the bathroom what are your responsibilities?

5. Re-teaching
If Aidan does not understand the lesson I will further relate responsibilities
to expected behavior. Having expected behavior is our responsibility. Can you tell
me some expected behavior? Those are your responsibilities. We can use a marker
to underline the word not and the words in the sentence after not. So he can see the
non-examples. We will underline the words should in green along with the rest of
the words in the sentence to understand examples of responsibility. He can ask me
questions using the sentences stem Is _______ my responsibility? to clarify
information. If Aidan has been in control of his body previously in the lesson he can
act out the responsible things to do in specific situations.
If Ismael is having a hard time finding the examples and non-examples, I can write
the words for each on each column on the t-chart so he can match the picture to the
word. If he is struggling with matching the pictures to the words then I can model
the correct match and add a sign. This way he will have a correct example and a
kinesthetic way to remember the words.

5. How will the students generalize this learning to future lessons/activities?
I will ask questions of responsibilities for specific areas. What is your
responsibility when you are in the cafeteria? What is your responsibility when you
are in the hallway. We will also practice using the learning strategy of finding
examples and non-examples with other written text provided by me.

6. Closure
a. Ismael will point to the words responsibility, not, and should. Both Adian
and Ismael will also categorize examples and non-examples of responsibilities using
a t-chart. Aidan will complete the last page independently finding the words
responsibility, not and should.
b. Were you responsible during this lesson? Were you quiet? Did you do your
work? What are your responsibilities for the rest of the day? Is responsibility the
same of different then expected behavior?

7. Independent Practice
Through out the day I can ask Aidan and Ismael what their responsibility is at
that moment. If I use the words, You should not touch others lunchboxes. I will ask
them So, is it your responsibility to touch others lunchboxes?

8. Evaluation
I will asses their learning through out the activity. Their t-chart will be able
to tell me if they understand what responsibility is. I will use Ismaels physical
response of pointing to understand if he can look for the words not, should along
with other words. Aidans verbal performance will relay his understanding to me.