Design for Learning

Instructor: Ellen DeWitt

Grade Level/Cooperating Teacher: 3rd/Mrs. Morgan
Lesson Title: Vocabulary and Spelling Date: 4/13/15
Curriculum Area: Language Arts
Estimated Time: 25 minutes
Standards Connection:

AL3rdLA:40.)Determineorclarifythemeaningofunknownandmultiplemeaning
wordsandphrasesbasedonGrade3readingandcontent,choosingflexiblyfromarange
ofstrategies.[L.3.4]
Learning Objective(s): After learning new vocabulary words, students will score at least a

80% on a vocabulary test.

Learning Objective(s) stated in kid-friendly language:
Boys and girls, today Im going to introduce this weeks vocabulary words. At the end of the week
you will have your vocabulary test with each word. We will practice between now and then.

Evaluation of Learning Objective(s):

Students will take a vocabulary test at the end of the week with 10 multiple-choice
questions. Students must score at least 8 out of 10 questions correctly to be considered in
the green. Students who score 6-7 correctly will be considered in the yellow. Students
who score five or fewer will be considered in the red and will need re-teaching.
Engagement:
The teacher will construct a large Frayer Model to introduce new vocabulary words. She
will do this for two of this weeks words. Frayer Models will be used to connect to
students background knowledge. Okay boys and girls, when I get to 1, I want everyone
seated on their bottoms and eyes on me. 5,4,3,2,1. Here on the board I have a Frayer
Model. In the center of the model, I have one of our vocabulary words for the week. The
first word is tiny. Here it is written in the center. On the top left, it says definition. The
definition for tiny is very small. The teacher will write the definition in this box. The next
box says illustration. Im going to draw a picture of something tiny. Here is a polka
dot. Is it very small? Yes. Good. So it is tiny. Im going to draw a lady bug. Is a lady bug
very small? Yes. It is also tiny. The teacher will draw the dot and ladybug in the
illustration box. Okay, the next box says example. Lets think of an example of something
that is tiny. Who has one? An ant? Good! An ant is tiny. The teacher will write ant in
the box. And the last box says non-example. Who can give me something that is not tiny.
J? A Mansion. Good. A mansion is not tiny. The teacher will write mansion in the nonexamples box. Okay boys and girls. Lets do one more Frayer Model. The next word we
are going to do is team. The word is written in the middle. The definition of team is a
group of people working together, especially in sports. The teacher will write the
definition in the top left box. The next box is an illustration. Who can tell me their
favorite sports team. L? What is yours? The Tennessee Titans? Good. I will attempt at
drawing their logo. Who can give me another example of a team? Alabama football?
Thank you J. The teacher will write this in the bottom left box. Who can think of
something that isnt a team? What is a sport that people dont participate in teams? I
heard someone say ice skating. Good. This is a non-example of a team. Lets learn the
rest of your words.
Learning Design:

I.

Teaching:

Boys and girls we are going to look at your new vocabulary words for the week. After I
say the word, repeat it after me and I will tell you what the word means. The first word is
soar. Repeat it after me. Soar. To soar means to fly high. Im thinking of something that
flies high in the sky and it has wings. Who can give me something? What am I thinking
of? J? A bird? Yes. What else? Yes, an eagle as well. Whats a mode of transportation that
soars in the sky? K? Airplane. Yes, good job, thats what I was thinking of. So, an
airplane soars in the sky. Okay, number two. Team. Say it with me, team. A team is a
group of people working together, especially in sports. So, who has a favorite sports
team? J? Football. My favorite sports team is Alabama. Number 3 is village. Say it with
me. Village. A village is a community of people smaller than a town. So, when I think of
villages, I think of Indian villages. They lived in communities of people together. Have
you guys learned about villages before? Yes. Number four is tiny. Say it with me. Tiny.
Tiny means very, very small. Who can tell me an insect, really really small. An ant? Yes
good. Yes, ladybugs are tiny too. Number five is leap. Say it with me. Leap. Good. Leap
means to jump upward or forward into the air. Who can tell me an animal that might
leap? E? Frog. Good. Thats what I was thinking. Kangaroos too! Number 6 is nibble. To
nibble means to take a small bite. When I think of the word nibble, I think of a little
mouse taking a little nibble out of a piece of cheese. Good. Number 7 is chapter. Say it
with me. Chapter. A chapter is a main division of a book, usually having a number or a
title. So, you guys are probably reading some chapter books right now. Who is reading a
chapter book? Whats it called? Flat Stanley? Good. Okay, number 8 is create. Say it
with me. Create. Create means to make or invent. So, theres lots of inventors who
created something. When I think of this I think of Alexander Graham Bell who created the
telephone. Can anyone else think of someone who created something? Number 9 is
character. Say it with me. Character. A character is a person in a story or play. Who can
tell me a character in a book theyre reading right now? C? Stanley, good. And number
10. Reality. Say it with me. Reality. Reality means something that actually exists. So, I
wish it was sunny and hot outside today, but in reality its rainy and gross outside today.
Thats what I think of when I hear the word reality.
II.
Opportunity for Practice:
The students will make vocabulary flash cards and practice them with a partner. Boys and
girls, it is time to make your vocabulary flash cards. D, my paper passer, will you please
pass out one piece of yellow cardstock to each person? Thank you. The scissors are up at
my table. Table one, you are all sitting so nicely and quietly, you may come get your
scissors. Table three, you may come get your scissors. Table 4, Im not going to call on
you unless you are all sitting on your bottoms and youre quiet. Thank you. Table four
you may now come get your scissors. Table 5, come get your scissors. And table two.
Thank you. D has passed out your yellow paper. Eyes on me so I can remind you how to
fold it. Fold it hamburger style first, like this. (The teacher will demonstrate how to fold
the cardstock into flash cards). Now fold it once more this way, and once more this way.
Unfold it and you will see lines. Use your scissors and cut on the lines. This will give you
8 flash cards. Since we have 10 words, Im going to pass out 2 extra cards to every
student so you can make all 10 of the words. When you have all 10 cards cut out, write
the word on one side and the definition on the other. Use your best handwriting so your
partner can read them when you play your review games. The teacher will walk around
and help any student who needs assistance folding and cutting their cards. The students
will write their words and definitions on the cards. Okay boys and girls, were going to
play our practice game. The teacher will call on individual students to choose their
partner. J, who do you want to work with? Okay, you may sit at the kidney table. The
teacher will continue this until every student has a partner. Switch back and forth
prompting with the word and prompting with the definition. The students will practice

using the flash cards with their partner until the teachers timer goes off. When you hear
my timer, pack up your cards and quietly walk back to your seat. Okay boys and girls,
clean up your area and walk back to your seat. Put your vocab cards in your pencil
pouch and we will play again tomorrow to review for Fridays test.
III.
Assessment
The students will take a vocabulary test with 10 multiple-choice questions. Boys and
girls, it is time to take our vocabulary test. This looks the same as your vocab tests
always do. There are 10 multiple-choice questions. Circle the best answer and write the
corresponding letter on the blank next to it. Write your name at the top and please read
all directions. You have 15 minutes. When you hear the timer, please put your pencils
down.
IV.
Closure:
Lets review our 10 new vocabulary words. J, can you remind me of what a village is?
Thank you. M, can you remind me of what a team is? K, can you remind me of what tiny
is? Y, can you remind me of what reality is? C, can you remind me of what a character
is? P, can you remind me of what chapter means? Great! T, can you remind me what soar
means? N, leap? Thanks. F, what does nibble mean? Great! And lastly, S, what does
create mean? I am so proud of you all. Practice all of these words every night. Your test
is on Friday.
Materials and Resources:
Timer
Scissors
Document Camera
Projector
Whiteboard
Yellow cardstock
Pencils
Vocabulary test
Frayer model to display on board
Differentiation Strategies (including plans for individual learners):

H- Students will write sentences using the words in a sentence on their test.
L- Students will have pictures on their test of the vocabulary words for their choices.
Data Analysis:
Es 13
Ss- 6
Ps- 2
Ns- 2
Reflection:

This lesson went well and as planned. The students did well on their test. I think it went
well because this is how my teacher at Tarrant requested me to teach vocabulary. This is
how they always learn new vocabulary words. The students enjoy playing the games
together and loved when I joined them to play.

Samford University
Design for Learning