Vocab Squares Activity

What standards will this assignment meet?

Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse
population of students.
Quality Standard III: Teachers plan and deliver effective instruction and create an environment that
facilitates learning for their students.

Culturally and Linguistically Diverse Education

8.22 (2) (c) implement effective teaching strategies, which include a wide variety of linguistic experiences
for second-language students.
8.22 (3) The educator of linguistically diverse students is knowledgeable about language teaching
methodology and instructional techniques for teaching a wide range of linguistically diverse students, K-12,
founded on scientifically-based research and proven and effective applications; content based strategies;
identification, selection, evaluation, design and adaptation of appropriate instructional materials; and child
and adolescent literature from various cultures, and is able to:
Culturally and Linguistically Diverse Education: 8.22 (3) (c) plan and implement instruction so that it is
systemic, sequential, well-articulated, and delivered in an engaging environment. 8.22 (3) (d) select and
utilize instructional materials and resources that are age, grade level, and language proficiency appropriate,
aligned with the curriculum, English language proficiency standards, and English language arts content
standards, to maintain and/or improve student achievement.
Grade level: 2nd Grade
Content Area: Social Studies Civics
Colorado Academic Standard:
1. Responsible community members advocate for their ideas
Identify and give examples of civic responsibilities that are important to
individuals, families, and communities (DOK 1-2)
Describe important characteristics of a responsible community member
(DOK 1-2)
WIDA Standard:
English Language Development Standard 5: English language learners communicate information, ideas
and concepts necessary for academic success in the content area of Social Studies
Vocabulary words chosen: (Identify whether they are Tier 1, Tier 2 or Tier 3)
Tier 2 Vocab words:
Action plan, advocate, citizen, community, conflict, differences, government, justice, law, local
government, rules, responsibility, solve
Overview of Activity (explanation/instructions)- Be detailed enough for a substitute to use this in
your absence:
Read We Live Here Too!: Kids Talk About Good Citizenship to the students. While reading, have students
call out words they hear that are unfamiliar or that theyd like to learn more about. Write these words down.
After finishing the book, have students create Vocab Four Squares (Fryer Model). Students will be put into
small groups of 3. Each student is assigned a different vocab word. Give students time to create their
squares and then share with their group. After each group has shared, have students switch groups and look

at each others vocab squares. Have students explain the vocab square in front of them to their group
members. When all groups have rotated, bring the class together, share all vocab squares and hang the up in
the classroom. Within the next lessons and unit, refer back to vocab squares.

Justification for the Activity (with citations from the readings):

Tier 2 words are not commonly used in social conversation, but they are encountered frequently in
academic settings (Colombo 134), so it is important to have students analyze these words. Most
students will benefit from this rich instruction of tier 2 words because these are words they will need
in order to talk about grade-level content (Colombo 134). The great part about this activity is that
using the Fryer model within small groups promotes discussion about words and concepts between
ELLs and native English speakers. Through this discussion, vocabulary words and concepts are
elaborated upon and deepened. (Colombo 152).

Artifacts All materials and documents needed to deliver your activity (instructions for students,
handouts, photographs of realia, technology, examples, etc.):

Grading CRITERIA: 50 points

Framework

10 points

Overview of Activity

10 points

Justification for the

Activity

10 points

Artifact(s)

20 points

Grade level, content area, and detailed standards (both state

standards and WIDA standards) are included and align with the
oral language development activity.
The description clearly explains the purpose of the activity and
how it will be delivered to students. The oral language activity
is appropriate for grade level, content area and WIDA language
proficiency levels 2(beginning) 3(developing).
There is a thorough explanation of how the activity/ strategy
supports oral language development and readings are cited
correctly.
The materials and documents needed to deliver the activity
show careful planning and preparation. They would be able to
be used in a classroom immediately. They show attention to
detail and creativity.