Plan for Students Learning

Planners Name: Nicky Vega

Topic: Vocabulary Title of Lesson: Vocabulary Skills Grade Level: second grade
Academic Standards for Lesson
1.2 2.F: Determine the meaning of words and phrases as they are used in grade-level text
including multiple-meaning words.
TESOL Standard 2- English language learners communicate information, ideas, and concepts
necessary for academic success in the area of language arts.
Essential Question
What strategies can I use to determine unfamiliar words in a text?
Objectives (as many as needed for the lesson, usually no more than three):

Objective 1: Students will connect prior knowledge to unfamiliar words.

Objective 2: Students will determine the meaning of familiar and unfamiliar words
Learning Activities
1. Introduction/Activation Strategy201: Okay so today we are going to be talking about
vocabulary and how we can define words we may not know the meaning of. So can
anyone tell me why understanding vocabulary is so important? What can vocabulary
help us do? *students will then respond in short or complex sentences.
Answers to be looked for: Helps with reading, socializing, understanding language
Maria (Level 2): will respond using short sentences
Jenny (Level 4): She will be able to respond with complex sentences
 2. Instructional Strategies/Learning Tasks: I will let students know that we will be
focusing on specific vocabulary words which will be presented on the board.
(Wonderful, clipped, company, delighted, peppy, and thinning). Students will listen and
then repeat whenever I state the vocabulary words. I will then let them know that the
words were taken straight from the book, Mr. Putter and Tabby pour the Tea. (which we
will be reading later today.) Then Ill tell the students that as a class were going to be
able to figure out the definitions of the unfamiliar words.
a. Model/Explicit Instruction: I will have students watch me go through steps as to
how we can figure out the meaning of words by showing an example of two
vocabulary words that are in the book. Each vocabulary word will be presented on
the projector with a sentence and picture that corresponds to the word. Then Ill go
through the steps: first look at the word, then look at the context to the word
(Sentence) and then the picture. From following those steps I will determine the
meaning of the two words.
Maria (Level 2)- Maria will be given a sheet that she can follow through as a present my
lesson. The shoe will contain the vocabulary words I will be presenting in class and the steps I
took to figured out the meaning of the words. This will help Maria stay on task with the rest of
the class. It will also help her follow the lesson so that she is prepared to contribute during
guided practice
Jenny (Level 4)- Jenny will be allowed to bring a pen and paper to take notes throughout the
Model/ Explicit instruction. This will give her a sense of responsibility and freedom during this
part of class. It will also force her to pay attention so she isn't lost during guided and
independent practice. By writing her own notes she will develop writing and language skills
i.Checking for Understanding: thumbs up or thumbs down if you understand
what were doing. If I don't get 80% thumbs up, I will do one more model.
ii.Questioning Strategies: I will ask students to contribute to potential
definitions
b. Guided Practice: Two more words will be represented in the projector. I will then
have students as a whole help me find the definitions of each word by using the
same steps I used during my modeling and explicit instruction.
Maria (Level 2)- In order for Maria to participate she will be allowed to use the sheet she
had received during model/ explicit instruction. She will also be allowed to write any
additional information she so pleases.
Jenny (Level 4)- In order for Jenny to participate she will be allowed to use her note sheet
she created during model/ explicit instruction. She will also be allowed to write any additional
information she so pleases.
 c. Independent Practice: Teacher will hand out students photo copies of a pages from the
book with two of the vocabulary words we were focusing on. Students by themselves will have
to determine the meaning of the word by using the steps we have previously discussed. Then
students will write on the back of the sheet which step(s) they used.
Maria (Level 2)- Maria will be given the option to either chose from the two words I have
given the class, or two other words from the book she is unfamiliar with. This will help
determine what level of words she can decode.
Jenny (Level 4)- I will have Jenny complete the same task as her other peers but I will provide
a personal checklist for her to make sure she is completing what needs to be completed
properly. I believe this will work because she is at a level where the work load shouldnt be too
hard. Its also a great way for her to keep track towards what she is doing.

1. Closure: I will read the story and point out the reviewed vocabulary when it comes up
and then review one vocabulary word that has not been used yet. Students will use the
strategies that we discussed earlier in class to figure out the meaning of unknown word.
Maria (Level 2)- Maria will turn and talk to a higher level student about what they believe the
word mean and what type of strategy they will use to determine the meaning of that word.
Jenny (Level 4)- I will have Jenny write the vocabulary word being discussed Once the word
has been written down she will then write down the strategy(s) she will potentially use. Then
after a few minutes of her figuring out what strategy to use, we will come together as a class
and discuss how to break the word down.
Differentiation: Content, Process, or Product
See lesson plan parts above pertaining to Maria and Jenny
Assessment: Formative or Summative
 1. Formative Assessment (process): Students will choose from a list of unknown
vocabulary words that are going to be seen in the next reading story. Once they received
their word, they will have to write a sentence and draw an illustration relating to the
word. As soon as they are done with the assignment they will give their sheet to a peer
for them to figure the definition out using the strategies learned in the lesson. Students
will then have to write down the steps they used to figure out the definition of the word,
in the back of the sheet.
Maria (level 2)- Maria will be given the opportunity to use the classes dictionary to figure out
what word to chose. Since her vocabulary isn't as advance as her peers, this will help her grasp
an idea of what word she will want to use for the assignment. By using the dictionary she will
also have a better understating as to how she should go about the assignment and wont struggle
as much coming up with a sentence or illustration.
Jenny (Level 4)- I will check in with Jenny making sure the sentences she is writing is either
complex or using expanded ideas.
2. Summative Assessment (product):
Rubric/Checklist:
Materials/Resources/Technology
1. Materials students will need: pen and paper
2. Materials teachers will need: Have photo copies, power point
3. Teachers preparation for the lesson: powerpoint
Reflection (responses regarding strengths, areas needing improvement for next time, and
ideas for follow-up)
As I was doing this assignment I thought it would be really tough figuring out types of
differentiation I could give my ELL students but as I kept going, it started making sense to me.
I also thought making connections back to the original task would be tough as well but the
WKL chart definitely helped me figure out what the best option for my student would be,