SaraFrankEDUC388Lesson#2

TeachingVocabularythroughNonfictionOverview

TargetAudienceandContext:SixthgradeESLstudentsatHollandEastSchoolLearnerLevel:Readingata2ndgradelevelClassSize:12students(teachingtoasmallgroupoftwostudents)ClassLength:54minutes(teaching30minutes)Terminalobjectives:Studentswillbeableto:

• Defineclay,steep,stilts,androckyreferencingtheNationalGeographicbookHouses,bydescribingtheminwriting.

• Orallyproduceatleastoneauthenticsentenceusingthewordsclay,steep,stilts,androcky

Enablingobjectives:Studentswillbeableto:

• OrallyreadthetextHouses• Writedescriptionsofthewordsclay,steep,stilts,androckybasedongiven

picturesandcontextcluesfromthebook.• Answerhow,what,andwherequestionsaboutthewords.• Referencepersonalexperiencestobuildtheirunderstandingofaword.

Materials• NationalGeographicbook,HousesbyHarleyChan• Interactivevocabularychart• PowerPointwithpicturesofvocabularywords

TimeandMaterials

Procedures

3-5min.

AppendixA

Housesbook

Introduction• Checkinwithstudents,talkabouthowtheirweekhasbeen.• Introducebookwearegoingtoread.Explainwhatwewillbe

seeingandlearning(differenthousesandhowtheyarebuiltaroundtheworld,learningvocabularyrelatedtothedifferenthouses)

• Describethechangeofgenre(firstwereadafictionbook,nowwearereadingnon-fiction)

• Activatepriorknowledgebysharingthatthisbookwillshowushowpeoplefromallovertheworldlive.Askstudentstoshareifthehousetheyusedtoliveinintheirhomecountryisdifferentthantheonetheyliveinnow.

5-7minutes

ReadAloud• Giveeachstudentabook

Appendix

AHousesbook

• Explainthatstudentswillswitchoffreadingeachpage.• Stoponthepageofthehousesonstiltsandpointtothestiltsin

thepicturesforstudentstoautomaticallyconnectanewwordtoapicture.Havethisbeabriefpauseinthereadaloud,andreturntothisvocabularywordafterthereading.

15MinutesAppendix

AHousesbook

AppendixB

InteractiveVocabularyChart

AppendixC

VocabularyPicturePowerPoint

PostReadingRecap–CheckforUnderstanding• Askstudentshowmanydifferenthomeswesawinthebook.• Askifthehouseswereallmadedifferentlyoriftheylookedthe

same?VocabularyIntervention

• Passoutvocabularychart,andexplainhowtherearefourwordswearegoingtolookintoandeachwordconnectswiththefourdifferenthouseswesaw.

• Turntothefirstpageoftheclayhousewhichconnectstothevocabularyword“clay”(pointtoclayhouseinbook,pointtowordonvocabularychart).

• Pullupfirstpowerpointslidewithpicturesofdifferentkindsofclayanddifferentcontextsitcanbeusedin.

• Rereadthesentenceaboutclayhousesinthebook.• Askstudents“Whatisclay?”basedontheirreactionexplain

whatclayisandseeifafterabriefdescriptiontheycanaddmore.(Referenceartclass,playdoughtoactivateschema)

• Explainwhata“description”byreferencingourpreviousdiscussionandhavestudentsdescribethewordbywritinginthe“description”boxonthevocabsheet.

• Modelwhattowriteandwheretowritewhilethestudentsdothesame.

• Answerthequestionbelowthedescriptionbox.Studentswillfirstattempttoanswerthisontheirown.Wewilldiscussanswersthenaddmore(theyshouldknowhowtoanswerthequestionsbasedoffthebook).

• Continuethisinstructionalstrategyforthenextthreewords.Askstudentsquestionstoseeiftheycanunderstandthewordthroughconnections.Ifnotprovidestudentswithmaterialssotheycanbuildunderstanding(descriptionofexperiences,referencepicturesonPowerPoint,andreferencebook).

3Minutes Closure/FormativeAssessment• Givestudentstimetolookattheirvocabularysheet.Tellthem

topickawordandwritetheirownsentenceusingthatword.Thenhavestudentssharetheirsentencealoudwiththegroupbeforetheyleave.

• Listenandchecktobesuretheirsentenceusesthewordappropriately.

• Redirectstudentsiftheyarestrugglingtoproduceasentence• Collectstudents’worksheets.Assessonowntimenotingifthey

showedanunderstandingofthematerial.

AppendixABookHousesbyHarleyChan

AppendixBInteractiveVocabularyChart

AppendixB

InteractiveVocabularyChart

AppendixC

VocabularyPicturePowerPoint

Lesson#2ReflectionTheoverallgoalofthislessonwastobuildstudents’vocabulary.Therefore,Isetspecificandmeasurableterminalobjectivestoinfluencemytechniquesandproceduresused.Firstofall,Ichosethebook,Houses,whichappealedtothelearners’priorknowledge.Thisallowedstudentstotransferexistingknowledgeabouthomesaroundtheworldtothelesson.Ialsousedavarietyofpicturestoteachtheselectedvocabulary.Ireferencedthepicturesinthebook,includedauthenticpicturesontheirworksheet,andshowedpicturesonapowerpointscreen.Usingthesetoolsandmyownexplanations,studentswereabletodefineclay,steep,stilts,androcky.Thepicturesalsoactivatedstudents’priorknowledgeastheysharedexperiencesaboutusingclayorwalkingupasteephill.Additionally,Iwasabletoassessstudentslearningastheyproducedtheirownsentenceusingtheselectedvocabularyattheendofthelesson.Asawhole,Ithinkthelessonhadbothstrengthsandweaknesses.Amainfocusforthesestudentsistocontinuetobuildtheirschema.TodothisMrs.Adamshasmeteachvocabularylessonswithabook.Iusedaspectsofthebookthestudentsalreadyknewofandbuiltofthatknowledgetoteachthemnewvocabulary.Iprovidedmultiplemeansofrepresentationforeachword.Ishowedpictures,referencedthetext,andwroteexamples.Studentsalsotookpartinmultiplelanguageaspects.TheyspokeandreadinEnglish.Theycouldlistenandrespondappropriatelytomyquestions.Theycouldwritedescriptionsandanswerthequestionscorrectlyontheworksheet.Idothinkthislessoncouldbeimprovedbyincludingatask.IfIhadmoretimeIcouldhavebroughtinmaterialsforstudentstobuildtheirownhouse.Studentswouldhavetothendescribethematerialtheychoseandexplainwhytheychosethatmaterial.Thisactivitywouldgivestudentsachancetointeractmorewiththegivenvocabulary.Thiswouldleadtoamoreauthenticinteractionwiththematerial.Studentswouldbeabletogrowtheirknowledgethroughanexperienceratherthanathroughascaffoldedexplicitvocabularylesson.