Molloy University

School of Education and Human Services

Student Alyssa Ribaudo Professor Jacquline Nenchin

Course EDU 5484 Date 4/26/2023
Grade 3 Topic Vocabulary Content Area English

STANDARDS AND INDICATORS

Knowledge of Language

1L5: Demonstrate understanding of word relationships and nuances in word meanings

1L5C: Use words for identification and description, making connections between words and

their use (e.g., places at home that are cozy).

Indicator: The students will be able to make connections between Tier 2 vocabulary words and real life

connections. For example, when discussing the meaning of the word “sway,” the students will be able to

identify items or objects that can sway.

1L6: Use words and phrases acquired through conversations, reading and being read to, and responding

to texts, including using frequency occurring conjunctions to signal simple relationships (e.g., because).

Indicator: Students will be able to use the Tier 2 vocabulary words and connect it to reasoning. For

example, “the bike is rusty because water was on it.”

INSTRUCTIONAL OBJECTIVE(S)

After identifying the meaning of the tier 2 vocabulary words, students will be able to demonstrate a clear
understanding of the vocabulary meaning by successfully completing a worksheet with no more than 2
errors.

PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS

Prior Academic Knowledge

The students have been working with Tier 2 vocabulary words and identifying these words in pictures.
The students have been making real life connections with these words.

Misconceptions
Some of these students may have not experienced real life connection with some of these vocabulary
words. Therefore, it is important to reveal the meaning and show many pictures and videos so the
students understand the word and the scenarios that they occur in.

DEVELOPMENTAL PROCEDURES (Engaging the learner)

1. MOTIVATION: I will begin the lesson by making sure the students are in good learning
positions and ready to learn. I will start the lesson by activating prior knowledge while
discussing vocabulary and why it is important. I will then introduce my goal for the
lesson. I will have this typed on a piece of paper so the students know what is expected of
them. I will then explain to the students that for this lesson, the goal is to use our
vocabulary words and relate them to real life situations. Once this is established I will
begin the lesson.
2. I will begin the lesson by reviewing the Tier 2 vocabulary one by one. The vocabulary
words include sway, property, arrange, rusty, attach, raise, section, batteries, stormy,
and design. I will have an easel with the word and a picture to identify that word on the
board in front of us. I will spend the first part of the lesson going over each word. I will
start by asking what the word says. For example, does anyone know what this first word
says? I will hold up the word sway. Great! Sway means to move back and forth. Look at
these pictures, what is the tree doing? Yes, it’s swaying! The branches are moving back
and forth. Do you know of anything else that can sway? Yes, we can sway our bodies.
Everyone move back and forth in your chairs right now. You are swaying right now. I
will then continue this reviewing, questioning, and making real life connections for each
of the vocabulary words.
3. Once every vocabulary word is reviewed I will then move into our activity. The students
will receive a different image of the vocabulary word, the vocabulary word, and a
sentence to describe the picture. There will be a set for each vocabulary word. The
students will then have to review these cards in a random order and match the correct
picture with the correct describing sentence. I will model the first set for the first
vocabulary word with them. Once these are matched to the correct vocabulary word, the
set will be complete. The two students will work together to complete this matching
activity.
4. After the cards are matched correctly, I will then go back to review their choices. While I
am reviewing, I will ask the students questions such as how did you know the trees were
swaying. This will allow the students to review these terms and meanings.
5. Once this matching is completed, I will praise the students for their hard work. Then I
will give them a worksheet to complete together as a formal assessment to see if they
truly understand the vocabulary. The questions will be based on the vocabulary we
learned from today.
6. Closure: To wrap up the lesson, I will have the students self-assess themselves. The
students will each receive sticky notes. They will come up to the board and look at each
word. If the students feel comfortable with the meaning of the word, they will give
themselves a check. If they think they need more work with the words, then they will
give themselves an “x” to show they need more practice.
 ASSESSMENT (formal & informal)

Informal assessment

While the students are answering my questions and working together to match the cards correctly, I will
informally observe who is participating and giving correct information. This will allow me to see if the
students are making these real life connections with the words. I will also observe how the students self-
assess their understanding of the words at the end of the lesson.

Formal assessment

After identifying the meaning of the tier 2 vocabulary words, students will be able to demonstrate a clear
understanding of the vocabulary meaning by successfully completing a worksheet with no more than 2
errors.

INSTRUCTIONAL STRATEGIES

1. Discussion (engaging in meaningful discussions about the content)

Indicator: This will be evident when students are discussing the meanings and real life
connections to the tier 2 vocabulary words.

2. Modeling (showing rather than telling by acting out desired behaviors)

Indicator: This will be evident when the teacher shows the students how to correctly match the
vocabulary word, picture, and sentence describing the picture during the activity. This will
ensure that the students understand what is expected of them.

3. Independent Work (any work students complete on their own to make a discovery or practice a
new skill)
Indicator: This will be evident when the students complete the closing worksheet to determine if
they fully understand the meaning of the vocabulary words.

ADAPTATIONS

Student A and Student B are both ENL students. They are both pulled out five days a week for 45
minute sessions. Both students are low academically; however, student B struggles more than student A.
Both students are in Grade 3, however, according to the NYS standards, they are falling under the first
grade standards for these pull out groups. For both of these students who perform below academic level,
they will continue to receive support with these tier 2 vocabulary words. Eventually, the students will
hear these words in a short story and have to identify when they are being used. The adaptation for this
lesson includes the guidance and slower pace than the “average” student.
 DIFFERENTIATION OF INSTRUCTION

Using Readiness levels to Differentiate: Grade 3 ELA lesson on vocabulary

Struggling Students: On the closure worksheet, the students will be asked to just match the picture to the
vocabulary word, rather than using it in a sentence.

Average Students: On the closure worksheet, the students will answer more in-depth, follow-up
questions to show complete understanding.

Advanced Students: On the closure worksheet, the students will create their own sentences using the tier
2 vocabulary words.

INDEPENDENT PRACTICE

Following the vocabulary lesson, I will meet with the students the following day where they will take
the first 10 minutes of the lesson to complete an independent activity. The students will have one picture
on a worksheet in front of them. Within that picture there will be all the vocabulary words in picture
form. The students will verbally listen to my directions and complete the task. For example, I would say
circle the section of the farm that the pigs live in. The students will complete these prompts
independently.

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

The students under direct teacher intervention will have a mini laminated chart of all the vocabulary
words. The student will use this card to reference throughout the intervention activity. The students will
get a dice, on the dice will have different vocabulary words for this unit. Whichever vocabulary word
they land on, they will have to complete the following task. For example, if the word lands on raise, the
task can be to raise an object near you. The teacher will assess if the student can successfully complete
these tasks.

Academic Enrichment
The student will keep a journal for the week. Each day they have to write things they observe at home or
at school that relate to their vocabulary words. This will ensure that they are making real life
connections to these words and start to use them in their everyday life.

INSTRUCTIONAL RESOURCES AND MATERIALS

-Tier 2 vocabulary words with pictures

-Easel
-Goal printed out on the board
-A set of vocabulary cards, new pictures, and a sentence that matches the picture written on index cards
for the activity
-Pencil
-Closure worksheet
-Chrome Book
-Index cards (colored)

REFERENCES

New York State Department of Education. (2019). New York State Next Generation English Language
Arts Learning Standards. http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/
nys-next-generation-mathematics-p-12-standards.pdf