Vocabulary Building Lesson Plan and Reflection

Teaching Candidate: Kelly Craig Student: Hawk B. (Grade 2) Lesson Date: 10/30/07 Title or focus of your lesson: Word Bank for Specific Word Instruction Assessment results: The IRI/Woods and Moe showed that this child needs help with: From the IRI assessment, I learned that Hawk could use help with the understanding of new vocabulary. Using a word bank will help him accumulate new vocabulary and put it to use accurately.

Reading GLEs: 1.3.1: Understand and apply new vocabulary: use and apply new vocabulary from informational/expository text and/or literary/narrative text…in own written or oral communication. 1.2.2: Apply vocabulary strategies in grade level text: use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify and/or expand word meaning, including multiple word meanings.  Learning Targets/Objectives: What do you want your student to know  and do based upon your informal reading inventory  assessment?  Know: I want Hawk to apply vocabulary strategies to work out new words in order to use new vocabulary in the correct context in speech and writing.  Do: I want Hawk to demonstrate his ability to use new vocabulary correctly by writing it on a Word Bank note card and write it in a sentence correctly.

Materials List: -The School Nurse from the Black Lagoon by Mike Thaler -Pencil/Pen -Word Bank box -Blank note cards

Preparation: Prep for the lesson by creating an appropriate Word Bank box with sections for each letter of the alphabet.

Introduction of the lesson: (Pre Reading) 1)Ask Hawk what he thinks of when he thinks of the school nurse’s office. 2) Create a brainstorm semantic map of all of the things that might be in the office, where it is located, what the nurse looks like, anything associated with the nurse’s office. “What do you imagine when you think of the nurse’s office?” “Why do you think that?” etc. 3) Introduce Text and activity by showing the book to Hawk. I will have a completed word bank card that I have filled out to illustrate the activity we will be doing while we read. One side of the card will have the new word on it, and the other side will have a description or definition of the word as well as the word used in a sentence.

During Reading: 1) Have Hawk begin reading aloud and instruct him to stop at the end of a sentence that includes a difficult word. (Stop at the end of the sentence to avoid disturbing his comprehension of the entire sentence.) 2) Have Hawk write down the word on a blank note card and put it in a pile next to the book. 3)  Continue the process until the book is completed.

Post Reading: Have Hawk complete the back side of his word note cards with the description or definition of the word as well as the word used in a sentence.

Checking for understanding: To demonstrate Hawk’s understanding of new vocabulary, he will complete the backside of each note card with the definition of the word as well as the word correctly in a sentence.  By asking questions like, “Can you use that word in a sentence?” or “What does that word mean?” I will assess whether or not Hawk is grasping the meaning of the new word.

Closure: To wrap up the lesson, I will have Hawk alphabetize the cards, and file them away in the word bank we created. Now he will have an at hand reference of words he has learned and can reference again.

Lesson Evaluation: When teaching the lesson, my student enjoyed the book over all and was excited about learning new words.I could tell that he was learning from the lesson by the enthusiasm in his responses and sentences on his vocabulary note cards. He made a sort of game out of collecting the words to learn as many new ones as possible. Hands on evidence to illustrate my student's ability to use new vocabulary is demonstrated through his word bank notecards. On them he has written a short definition to remind him what the word means, and has accurately used that word in a sentence to demonstrate this understanding. I was most pleased with how my student chose his own words to write on the notecards, and asked a lot of questions about each word. This told me that he was genuinely interested in what he was learning and was making an effort to do the activity to the best of his ability.  Next time I teach this lesson, I would choose another book that had more words that can be used in daily life. I am not sure how many of the words from "The School Nurse from the Black Lagoon" my student will be able to take with him into daily conversations and writing, but I learned that this activity is a good one for keeping him interested. Keeping with the theme of changing the book, I think I may pick a shorter book as well, at a higher grade level. Instead of having a book at his level with a few challenging words, a shorter book with more challenging words may fit the activity better, especially at the rate he seemed to be collecting words.