Vocabulary Lesson

Inquiry-based cooperative learning

Subject and grade level: Language Grade 1
Standards: Common Core
Revie t!e common core standards in resources
CCSS"#L$-Literacy"L"1"%a Sort ords into categories &e"g"'
colors' clot!ing( to gain a sense o) t!e concepts t!e
categories represent"
Learning *utcomes: +se ,looms ta-onomy
I ould li.e t!e students to be able to apply t!e
.noledge o) ord grouping/association t!ey !ave
learned by being able to c!oose !ic! ords group or
associate toget!er"
,loom0s 1a-onomy
2e Version
In 1956, Benjamin Bloom headed a group
of educational psychologists who
developed a classifcation of levels of
intellectual behavior important in learning
!uring the 199"#s a new group of cognitive
psychologists, lead by $orin %nderson &a
former student of Bloom', updated the
ta(onomy to re)ect relevance to *1st
century wor+ ,he two graphics show the
revised and original ,a(onomy -ote the
change from nouns to verbs associated
with each level
Note that the top two levels are essentially
exchanged from the traditional to the new
version.
*ld Version
Remembering: can the student recall
or remember the information.
defne, duplicate, list, memori/e, recall,
repeat, reproduce state
+nderstanding: can the student
e(plain ideas or concepts.
classify, describe, discuss, e(plain, identify,
locate, recogni/e, report, select, translate,
paraphrase
$pplying0 can the student use the
information in a new way.
choose, demonstrate, dramati/e, employ,
illustrate, interpret, operate, schedule,
s+etch, solve, use, write
$naly3ing0 can the student distinguish
between the di1erent parts.
appraise, compare, contrast, critici/e,
di1erentiate, discriminate, distinguish,
e(amine, e(periment, 2uestion, test
#valuating0 can the student justify a
stand or decision.
appraise, argue, defend, judge, select,
support, value, evaluate
Creating0 can the student create new
product or point of view.
assemble, construct, create, design,
develop, formulate, write
4aterials:
Vocabulary 5as! cards
,oo.s
Cards it! ords or pictures on t!em
,aggies
6riving 7uestion: 8!at is t!e main question or problem
you ant addressed9
3hat words can be grouped or associated together.
:ocusing questions: 8!at are some secondary questions
or problems you ant addressed9
1 4an all words be grouped together.
* 5ow do the words associate or group together.
6 4an a word ft in more than one group.
$ttention-getter
I will be reading a couple of boo+s to show word groups and
association to the students
Cooperative Learning:
5ow will you divide students and assign responsibilities.
7andom. %bilities. ,alents. 8trengths. 3hat method will you
use. 9opsicles, cards, etc:
I will have the students draw numbers to determine the groups so
it will be a random assignment of groups
#-periences:
8!at e-periences' .noledge' and s.ills ill t!e students
gain9
1!e students ill learn !o to group ords toget!er by
eit!er association or group t!ey represent"
;rocedures: Step by Step
1" Introduce t!e lesson: 8ord grouping/ord
association
<" $s. t!e class i) anyone .nos !at ord
grouping/association is9
=" #-plain !at ord grouping/associate is"
>" Read a couple o) boo.s to !elp e-plain ord
grouping/association
%" Give t!e students e-amples o) ord groups li.e
colors' action ords' )ruits' animals' and ord
associations li.e dog bone' jump rope' gum ball
?" $s. t!e students to come up it! ord
groups/associations and discuss i) t!ey or. or
not"
@" 6iscuss !o opposites can or. as
groups/association"
A" Introduce t!e game to t!e students and e-plain
!o it ill or."
B" 6iscuss t!e ord pairs )rom t!e game so
everyone .nos and understands t!e ords and
!o t!ey go toget!er"
1C" Dave t!e students c!oose a number )rom a
!at to determine groups o) <"
11" Dand out ord card and !ave t!e students
play"
1<" 8atc! over t!e game playing to ma.e sure
everyone is grasping t!e concept"
$ssessment:
8!at type o) assessments ill you use9
*ngoing/Summative9
1!is ill be an ongoing assessment as t!ey or. in t!eir
groups" *nce t!e students !ave or.ed it! t!is concept
a ritten assessment ould be use' giving t!e student a
list o) ords to associate or group toget!er or !ic! ord
does not Et in t!e group"
$daptations:
Do ill you adapt t!e lesson )or special needs and gi)ted
and talented using revie or enric!ment9
:or special needs students I ould add pictures to !elp
determine t!e ord and just !ave t!e ords grouped
toget!er instead o) including association"
:or gi)ted and talented students' I ould include more
advanced vocabulary ords and increase t!e number o)
cards t!e students are or.ing it!"
Where Students May Struggle
Begin by brainstorming a list of areas within your lesson where students may struggle. Consider
common misconceptions as well as the individual needs of the students in your classroom. Ask
yourself:
Is there vocabulary to address up front? Yes we will address the new words that will be
worked with at the beginning of the lesson as well as reviewing previous words.
Is there prior knowledge students need to build upon? !he students will be building on
the vocabulary words they already know as well as adding new words. !hey should have
already have e"perience sorting ob#ects from previous lessons of math and science. !hey
will continue to build this skill by understand word meanings.
Are there steps in the procedure that might be new and should be reviewed? !he word
association will be a new concept and will be introduced in the beginning of the lesson.
$nce the game is e"plained we will then review word associate as well as grouping.
Where Students Need Enrichment
Begin by brainstorming a list of areas within the lesson where students can do more meaningful
work or critical thinking. Consider %uality rather than %uantity. Ask yourself:
&ow can students create a pro#ect to apply the knowledge? !hey can take a story they
have read and look at the words in the story that can be put into groups.
Is there some evaluation or assessment the students can do? !he students could be given a
list of words to put into groups or associate together. !here could be more than one
correct answer on the assessment.
'hat higher order thinking skills can the lesson address? !his skill will help students to
have a better understanding or words and how they are used together.
Differentiating Instruction
Building on this list generate specific adaptations that will help the lesson reach all students in
the classroom. Be sure to interact with all of your students and be prepared to provide moment
by moment scaffolding assistance as needed. Ask yourself:
(hould vocabulary be translated to )nglish learners* home language+s,? Yes they could be
written or displayed in both languages and include a picture to help them understand.
Are there physical adaptations that could be made for students with visual hearing or
physical disabilities? (tudents with a visual disability could have either brail cards or the
other student could help describe the cards and placement of them. (tudents with a
hearing disability would be able to play the game as is.
Can additional challenged be embedded for gifted learners? -ifted learner could read
more into the word groups.associates and make the game much harder than it is.