Literacy Unit- Vocabulary

10-day layout
2 detailed lesson plans
________________________________________________________________
Name: Abby Straszheim
Grade Level: 3rd
1. Target Area: Vocabulary
2. Common Core State Standards: CCSS.ELA- Literacy.L.2.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies
CCSS. ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
CCSS.ELA-LITERACY.L.2.2
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
3. Rationale: These third graders are at a 2nd grade reading level. This time of intervention is intended to improve students
vocabulary and ability to clarify meaning of unknown words to help with fluency and comprehension. The more words
students are familiar with and can recognize, the more confidence and ease students will have while reading. I also know
several of my students who do not interact with or talk with an adult on a daily basis outside of school. Which is another
reason why providing them with speaking instruction and practice during school is important. Finally, students will also
learn more strategies in figuring out unknown words, which should push them to their grade level and where they should
be.
4. Objectives:
o Performance: Students will be able to create and write their own list of sentences using the vocabulary words
from the unit.
o Conditions: Students will present sentences to other students out loud.
o Criterion: Student must accurately define and use 11 out of 12 of the words in correct context in written form.
5. Differentiated Instruction: Because this unit is going to be taught to a group of students who are at about the same
reading level and vocabulary range, the content shouldnt need to be too differentiated. However, to attend to different
learners different processes and products can be adapted. I aim to provide a variety of practice. Some practice will be
verbal, some writing, some illustration, and listening. Vocabulary is a topic area that is best taught in many different
settings so students feel the authenticity of the words. I also have some students that are not as verbal as others. To
instruct those students, a writing assignment will be added.

10 day layout
Day 1
Date: 10-26-15

Day 2
Date:10-27-15

Day 3
Date:10-28-15

Day 4
Date:10-30-15

Day
Date:11-02-15

Unit Objective:
Students will be able to create
and write sentences
demonstration their
understanding of 11 out of 12
words correctly.

Unit Objective:
Students will be able to create
and write sentences
demonstration their
understanding of 11 out of 12
words correctly.

Unit Objective:
Students will be able to create
and write sentences
demonstration their
understanding of 11 out of 12
words correctly.

Unit Objective:
Students will be able to create
and write sentences
demonstration their
understanding of 11 out of 12
words correctly.

Unit Objective:
Students will be a
and write sentenc
demonstration the
understanding of
words correctly.

Todays Learning Target:

Todays Learning Target:

Todays Learning Target:

Todays Learning Target:

Todays Learning

I can listen for vocabulary

words and learn their
definitions.

I can use vocabulary words in

context and to match their
synonyms

Readers use vocabulary

words to help with
understanding the text

I can create my own

sentences using the
vocabulary words in the unit
I can use my knowledge of
words to post test
Instructional
Practices/Format:
-Write a sentence using the
vocab words and share out
loud
Read through definition
write sentence then share
-post test to see what they
learned

I can listen for vo

words and learn t
definitions.

Instructional
Practices/Format:
Pretest (
vocab multiple choice)
-Go through vocabulary words
and where they are located at
on the word wall
-Talk about each word and
ask if students have seen the
word before, what context,
any connections?
-Opening video with fill in the
blank lyric sheet
-Have students read through
the words and their
definitions. Also introducing
what part of speech each
word is
-Toss around bean bag/ball to
students for engagement and
desire to create a sentence as
we learned if our word fit out
prediction or not

Instructional
Practices/Format:
-Match vocab words with
synonyms
-Use synonyms most
students are familiar with to
help students to recognize
vocabulary words
-After students learn a good
synonym for the vocabulary
word, compare and contrast
to see how the words are
similar and different (LOTS of
modeling and exposure)
-Fill correct words in blank
sentences (context clues)
-Chart for each word

Instructional
Practices/Format:
-Interactive read aloud,
stopping at each vocab word
to define
Illustrations of vocab words
-As we stop at vocabulary
words talk about the sentence
and how the word was used.
Is it the action of the
sentence? The subject?
Describing something?
Do we see the word take a, or
an?
What part of speech is it
shown in the sentence?

Assessment:
Pretest is an assessment of
where theyre at and what
they need to learn

Assessment:
Formative- Ask for a 4,3,2,1
of understanding of words at
this point

Assessment:
Students can use the
vocabulary with their own
words and in context

Assessment:
Pretest is an asse
where theyre at a
they need to learn

Criteria:

Assessment:
Exit Ticket: What is your
favorite word and define it?
Which word are you still
confused on?
Criteria:

Criteria:

Criteria:

Criteria:

Teaching Notes:

Teaching Notes:

Teaching Notes:

Teaching Notes:

Teaching Notes:

Day 6
Date:11-03-15

Day 7
Date:11-04-15

Day 8
Date:11-05-15

Day 9
Date:11-06-15

Day 1
Date:11-09-15

Unit Objective:
Students will be able to create
and write sentences
demonstration their
understanding of 11 out of 12
words correctly.

Unit Objective:
Students will be able to create
and write sentences
demonstration their
understanding of 11 out of 12
words correctly.

Unit Objective:
Students will be able to create
and write sentences
demonstration their
understanding of 11 out of 12
words correctly.

Unit Objective:
Students will be able to create
and write sentences
demonstration their
understanding of 11 out of 12
words correctly.

Unit Objective:
Students will be a
and write sentenc
demonstration the
understanding of
words correctly.

Todays Learning Target:

I can match vocabulary words
with their definitions

Todays Learning Target:

Readers use vocabulary word
to help understand the text

Todays Learning Target:

I can describe the vocabulary
words without using words

Todays Learning
Students will revi
solidify their know
past two units of

Instructional
Practices/Format:
-Hand out definition list and
talk through each word to
remind students and prepare
them for the game.
-Create an anchor chart with
words and synonyms to use
during describing game
-Guess my word activitystudents have a vocab word
taped to their back- other

Instructional
Practices/Format:
Interactive read aloud,
stopping at vocab words to
review
Illustrations of vocab words

Instructional
Practices/Format:
Crossword puzzle
Charades (have student draw
a word out of cup and have
other students try and guess
what word they are acting out
-Anytime we can see our
words in context, in our
reading, speech use, the
more interaction we have with
the words the more applicable

Todays Learning Target:

Students will be able to create
and write sentences
demonstrating their
understanding of 11 out of 12
words correctly
Instructional
Practices/Format:
Write a sentence using the
vocab words and share out
loud
Read through definition
write sentence then share
-Discuss with students what
part of speech the vocabulary
word is so that the word is
used properly in the sentence
-Highlight students sentences

Instructional
Practices/Format
Pretest (
vocab multiple ch
Opening video wi
blank lyric sheet
-Go through voca
and where they a
on the word wall
-Talk about each
ask if students ha
word before, wha
any connections?
-Read the definiti
then have a stude
sentence using th
orally
-Toss around bea
students for enga
desire to create a

Instructional
Practices/Format
Sentence builder
Guided practice c
story with a collec
units worth of wo

students must give clues so

students can figure out the
word on their back
-Remind students as they are
walking around they are to
ask yes/no questions to
discover their word
-Students MUST receive 4
Nos before they can guess
what their word is

they are to use in our lives

-Acting out words works well
in our class (total physical
response)

that really tell you where you

hear that word and sentences
that are very specific

Summative Asses
Post test
Story with 12 wor

Teaching Notes:

Assessment:
Teacher observe as students
describe words or use the one
word clues to find the word

Assessment:
Exit Ticket: Which word is
your favorite and define it.
Which word are you still
confused about?

Assessment:
Observe if students need
prompting to the definition or
can act out an accurate
depiction

Criteria:

Criteria:

Criteria:

Assessment:
Using all vocabulary words to
create individual sentences
for all.
Post test displays if students
grew from the pretest
Criteria:

Teaching Notes:

Teaching Notes:

Teaching Notes:

Teaching Notes:

2 Daily Lesson Plans

Day One
Objective(s) for todays lesson: I can listen for vocabulary words and identify them based on their
definitions.
Rationale: Students will learn to listen for and identify vocabulary words. This is important that more of
the words in their word bank become sight words to better their reading and fluency. Learning defintions
is critical for comprehension.
Materials & supplies needed: Bean bag, flocabulary video
Academic, Social and/or
Introduction to the lesson
Linguistic Support during
For this week in vocabulary we are starting a new unit. The video
each event
that we are going to watch is all about a farm. Who has ever
been on a farm? Have you ever visited one with your family? On
a field trip? What kinds of things did you see or would you see on
the farm?
So today after we take the pretest and then watch the video we are
going to create our own definitions of the vocab words!
We put new words in our own words to its easier and makes more
sense when we use them in our daily lives.
Direct students to word wall where this weeks words are displayed.
Read through all words before pretest.
Did any of the words remind anyone of words from last week? Or
maybe the week before?

OUTLINE of key events during the lesson

First hand out pretest. Remind students that this is a dont worry
test. So try your best, read the words and the context, but we will
go through the definitions later today.

Linguistic- video language/music

as well as teacher explicit
instruction
Academic- some students
struggle to read and if they can
verbally convey their own
definitions of a word

Criteria:

After you give students about 5 minutes for the pretest (set yourself
a timer so you keep on track for the mini lesson) hand out lyric
sheet with the fill in the blanks (vocab words)
Remember when we watch the video I love it when you sing along
but please no talking during the video or you wont hear the
words and youll miss what to fill in your lyric sheet with.
Go to flocabulary.com vocabulary 2nd grade turquoise group- unit
3- video is Every day is hard on the farm
https://www.flocabulary.com/3-every-day-is-hard-on-the-farm/
- As you play through the video on the slower speed setting.
Remind students they need to be listening for the vocab words
they hear to fill in their lyric sheet.
Ask students if they need to hear the video again to fill out wordsThen hand out the create your own definition sheet. For this, toss
around a beanbag to different students and ask them to come up
with a definition in their own words of a vocab word. Write down
the definition said. Keep tossing the beanbag to different students
until all vocab words have a new definition
Closing summary for the lesson
Okay how are we feeling about these words for the week? Ill
take a look at your pretests and see what we need to focus on for
the week.
Did anyone make a connection with one of the words and want to
share?
Transition to next learning activity
It is now time to move to your math big red groups. When I say
your teachers name for BRT you may go- Cotton, Northuis, Ms.
Vicky, Miss Lisa, and Miss Joy- if you stay here move to your spot
for math.
Assessment
After reviewing the pretest, use as a gauge to which words you need to focus on for
the rest of the unit. Because time is a crunch, perhaps some words only need to be
mentioned but the focus is on other words.
Ask for a check for understanding after each word to see if the creative definition
makes sense to every individual.

Play the video through at a

slower speed for linguistic and
academic support.

Academic Support: create your

own definition to challenge those
who get the definition right away
and allows an entry for students
who are not good with
memorizing.

Social support: many students

will want to blurt out and talk
without being called on- offer lots
of opportunities for students to
make a connection or talk about
word they might know.

Objective(s) for todays lesson: I can use vocabulary words in context and to match with their
synonym
Rationale After learning the definitions its also important to learn other words that mean the same thing.
The more words we connect for students the more words they have in their vocabulary bank and the
more fluent their reading will be.
Materials & supplies needed: Worksheets and whiteboards
Academic, Social and/or
Introduction to the lesson
Linguistic Support during
each event
So yesterday we worked on definitions of our new words and today
we are going to learn words that mean the same thing as our
vocab words.
What is a word called that means the same thing as another word?
Synonyms
Explicit instruction of what a
synonym means. Give examples
Learning
Objectives
for
Unit: today to learn some synonyms
We are going
to have
a your
fun activity
as well as define for academic
1. our
I can
listen
to vocabulary
words
and
their
of
vocab
words
this week. I want
you
to learn
think of
whydefinitions
it might
support.
2. useful
I can for
useusvocabulary
words inHow
context
and match
be
to know synonyms.
can they
help uswith
learnsynonyms
3. vocabulary
Readers use
vocabulary words to help with understanding the
text independently helps
our
words?
Working
4. I can create my own sentences using the vocabulary words with
in the
unit support- I have some
social
5.
I
can
describe
vocabulary
words
without
using
words
We are going to work more with our packet for the week. Turn to
students who are not as verbal
6. I can use
my We
knowledge
to lesson
complete
a post test with their ideas. This give them
synonyms
pageare goingoftowords
start the
working
independently then we will have a fun game using the words
an opportunity to contribute.
(2 minutes)

Assessment
Name/Activity

Will
Objectives
students
being
create a
assessed
OUTLINE of key events during the lesson
written
(#)
First, we independent practice for students
to fill out their packets
product?
As students are working (as soon as they (yes/no)
get in the room) write up
the
agenda
for
the
time
PreVocabulary pretest
yes
assessments
Packet work
Day 1 Synonyms
Check for
no
#1
understanding (thumb
Fill in thecheck)
blank
Day 2 Rapid Whiteboard
4,3,2,1 check
synonym game
No
#2
(this helps keep the mini lesson concise and the kids help me stay on
track if they can see the agenda)

Describe how meeting

this objective would look
in
this
lesson
(criteria)
Mini
lesson
agenda
for social
support. Keeps those kids on
track with what is coming next.

Students give a thumb up

after
every
word ifacademic
they
Add
additional
support
understand
its definition
by reiterating
the words
As students are beginning
to use words in context the
4,3,2,1 check will indicate
how comfortable students
After students are given about 10 minutes to work or observe to see are with doing this activity
Day 3 students areExit
ticket:
Whatthe
is packetyes
#3
After the interactive read
when
done,
go over
with them. Reiterate
favorite
word
aloud where teacher stops
words students areyour
confused
about
and define it? Which
at every vocab word to
word are you
reiterate and explain in
Then hand out a whiteboard
andstill
marker to every student (if there
confused
context, students will be
isnt enough ask for
studentson?
who would like to share with another
asked these questions at
student)
This activity works as the teacher gives a synonym for a vocab word the end of the lesson
Daystudents
4
sentences
in on
Yes
#4 quickly Students will create 12
the
have Creative
to write the
vocab word
the board and
context
lift it up in the air. The
first person to correctly display the vocab word sentences using the 12
words in the unit and write
marks a tally on their packet.
Check forapplying
understanding
a sentence
that helps
for social support as well so
Every other word stop and ask a student to explain why the synonym word
students
can hold
makes
vocabulary word. TheyYes
are synonyms however it This
Day 5 sense for the
Pretest
is a pretest
givenup their own
numbers
in
front
of unit
their chest so
is still a different word, so what are the small difference?. Like the
before starting a new
only the
can
see.
words house and home. They are synonyms but a home implies a the of words
toteacher
see what
words
house and the people and warmth inside it. A house is just a
students know and what
structure.
ones they need work on
Day 6
4,3,2,1 check
No
#2
Students will show a 4 with
Go through all words as time allows. Have students add up their own their fingers if they are
tally marks and the winner gets a smartie.
understanding the
definitions of the words so
far
for the
lesson
Day7Closing summary
Exit ticket:
What
is
Yes
#3
After the read aloud the
What is the fancy
that
means words are different but
your word
favorite
word
ticket will show if students
mean the same thing? Synonym
Show me a 4,3,2,1 with your fingers of how you feel about this
weeks words?

Day two

Collaborative
Teaching Unit
Assessment Plan

Day 8

and define it? Which

word are you still
confused on?
Observations

are still struggling with a

certain word
No

#6

Day 9

Creative sentences in
context

Yes

#4

Day 10

Story with 2 units

worth of words

Yes

#4

Post
Assessments
Additional
Assessments

Post vocab test

Yes

#5

Observe as students are

playing charades with the
words which students need
help defining a word in
order to act it out
Students will create 12
sentences using the 12
words in the unit and write
a sentence applying that
word
Students will use their lists
of the two units of words
we have been working on
to write their own story.
They must use 18 words
from the 24 in their story
80% or higher scored on
the post test