Vocabulary Lesson Plan

Date: 4/16/23
Teacher Candidate Name: Riley Wexall
Grade: 1st

Lesson Objectives Students will focus on what opinion writing is and how to write
opinion pieces.
Describe the focus Content/Subject Area: English
area(s) for this Topic: Vocabulary & Spelling Instruction
lesson:

Primary
standards RF.1.3.A Know the spelling-sound correspondences for
addressed in this common consonant digraphs.
lesson
(can be cross- RF.1.3.B Decode regularly spelled one-syllable words.
curricular)
MI State Standards. RF.1.2.B Orally produces single-syllable words by blending
Learning for sounds (phonemes), including consonant blends.
Justice
Teacher Actions: Teacher: The teacher will introduce vocab words. “One, give,
Student Actions: eat, put, small, and take”. She will begin by asking the students
Materials/ if they know how to spell any of these vocabulary words one
Resources: by one and also if they know what they mean. So beginning
with “one” the teacher will tell the students the word and ask if
anyone knows how to spell it. If someone does have the student
spell it and you write it on the board. If no one knows then you
will encourage the students to sound it out to figure it out. Once
everyone understands the spelling you will ask if anyone
knows what it means or how to use it in a sentence. You will
encourage students to share their ideas and give an example of
a sentence with it if no one knows the meaning. You will repeat
this with each word. Then students may take a brain break if
needed after this part of the lesson
https://www.gonoodle.com/videos/xX0bgw/guacamole-atk-
kids-edition. After the brain break students will receive a
handout where students need to color in the boxes of the same
words we just learned. The teacher will assist any students who
 need help. The teacher will then bring the class together and
have them complete an exit ticket where they write the new
vocabulary words.

Students: Students will participate in class learning about the

new vocabulary words and will share their ideas. They will
then share if a brain break is needed and if so participate in the
video. Then students will work independently on their
worksheets and color in the matching words with the
correlating color. Lastly, the students will complete their exit
ticket of writing down all of our new vocab words and then
hand it to the teacher.

Teacher Materials: The teacher will need a whiteboard, a

whiteboard marker, and also a list of vocab words for this
lesson. Lastly, the teacher will need the vocabulary handout for
each student.

Students' Materials: The students will need a writing utensil,

piece of paper, coloring utensils, and their vocabulary handout.

List Scaffolded
Supports
(From HLPs and/or
Below Grade Level: Students may work with the teacher in a
Essential Early
Literacy Practices)
small group instead of working independently on this
**Identify ONE worksheet. Going over the pronunciation and meaning of these
possible words to make sure they fully understand.
accommodation for a
learner with special
Above Grade Level: Students will be expected to write these
needs.
words in a sentence on the back of the worksheet when they are
done. Also having them work on syntax Also on the exit ticket,
they may write them in sentences as well.

Reflection on last
session & In the last lesson, we talked about verbs, nouns, and adjectives
rationale for this to expanding students' vocabulary will also help their
lesson (use understanding of the last lesson because they will be able to
evidence) identify more words. Although expanding vocabulary will take
more time in the pen pal letters there were a lot of spelling
errors so helping them with spelling by being able to pronounce
different words.

Ways to integrate
technology (EVEN This handout is also online so if needed students can work with
if you are not it on their computers or pads. They can also complete their exit
implementing this
ticket online as well.
technology in your
session).

Formative
assessment of Students will turn in an exit ticket at the end of class so the
learning
teacher can check for understanding.
outcomes: