VOCABULARY LESSON SEQUENCE ASSIGNMENT

Here’s what you need to do for this assignment.

1. Select a good engaging story book for primary

children. I will bring in some books and you may borrow
them for this assignment.

2. Read the story. Think about some really good words that
match this story's themes or main ideas. The words might
appear in the text--or they may be words you decided upon due
to their robust thematic content. Then choose 5-6 Tier 2
words from that book or selection.

3. Develop some student-friendly definitions for each word

you decide upon.

4. Create a chart like the following. This is Part 1

Word and Book title, page Student-friendly

part of speech number on which definitions (use a
word appears, Dictionary and Thesaurus
and then think about how
sentence in which to reword the definition in
word appears language primary students
would better understand)
1. Graze (verb) 1. 1. to eat grass
Do Cows Eat Grass?
Pg 4
“Cows graze on grass
in green meadows”

2. thorny 2. 2. to have a sharp

(adjective) Do Cows Eat Grass? point on a plant stem
Pg 8
“A giraffe’s tounge
can slip between
thorny branches and
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 twist around a tasty
bud”

2. Scarce 4. 3. hard to find

(adjective) Do Cows Eat Grass?
Pg 12
“In winter, when
green leaves are
scarce, hungry rabbits
will eat twigs and tree
bark.”

3. Bamboo 4.Do Cows Eat Grass? 6. A plant, like grass,

(noun) Pg 18 that has a hard,
“Pandas eat wood-like stem
bamboo.”

5. broiled 5. Do Cows Eat 5. to cook by heat

(adjective) Grass? from one place
Pg 22
“Kids eat food that is
broiled or boiled or
baked, and on special
days, kids eat plenty
of cake!”

Do not rely solely on your own ideas for developing the student-
friendly definitions. You need to consult a dictionary and thesaurus
and consider the child’s age and how the word is being used in the
text. I HAVE A STUDENT DICTIONARY OUTSIDE MY DOOR.

Each definition should match the word’s part of speech.

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  So, for example, you would define the word courageously as an
adverb: “to do something in a courageous or brave way; in a
way that shows you are willing to face danger or take a risk.”

 You would define the word courage as noun: “bravery;

boldness; a character trait that lets a person face danger or
difficulties without fear.”

 You would define courageous as an adjective: “If a person is

courageous, he or she is brave or bold, and willing to face
danger.”

If a word appears in the book as one part of speech, but you find it
easier to define the word using a different part of speech, use the
part of speech that is easiest to explain.

The idea is to promote understanding of a word--to build conceptual

depth and connections. Part of speech is not the issue here--but the
meaning of the word and how the meaning connects to the story it is
from as well as how the word contributes to a student's overall
knowledge of word meanings.

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Creating a lesson sequence for a 5-session/day sequence.
This is Part 2.

Instructional Session 1:

On this day, you would introduce the words to the students. You
would show the students the words and provide the student
friendly definitions you wrote above. You do not need to write
anything additional for this day. Simply attach the chart from part 1
with any revisions you made after it was submitted.

Instructional Session 2:

Develop 2 instructional activities for the first day or session

that you would plan to use for teaching the words. These activities
should take about 5-10 minutes each. (You can include more than
2 activities on a day if the activities are short and you have time.)

You can use any activities from the lectures and/or handouts, or
from your textbook or articles we have read or referred to, or you
can develop your own activities so long as they are constructive
in nature. Just be sure that your activities deal with word
meanings, not spellings or parts of speech. So, for example, a
Word Search puzzle is NOT an appropriate activity. Do NOT use
Work Book or worksheet activities (filling in blanks, matching,
copying, etc.) Once you have developed the activities--describe
them in detail in your paper.)

Instructional Session 3:

1. Come up with an engaging way to review the words from

yesterday. (Describe that in your paper)

2. Then, develop 2 additional and different instructional

activities for teaching the words meanings. (Describe in detail
what they are in your paper)

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 3. Include a speed round.

Instructional Day 4:

1. Come up with an engaging way to review the words from

yesterday. (Describe that in your paper)

2. Then, develop 2 additional and different instructional

activities for teaching the words meanings. (Describe in detail
what they are in your paper)

3. Recap all the words and their meanings in an engaging way and
describe how you would do that in your paper.

Day 5

Then develop a final "assessment" with an answer key. The final

assessment must deal with all the words and its purpose is to get an
indication of the extent to which the words were learned. (Include the
assessment and the answer key.