Grade Level Subject English Proficiency levels Vocabulary Words

Vocabulary Instruction Plan

First Science Level 1 Entry Fall, Spring, Winter, Summer, Autumn, cold, warm, hot, sun, chilly, 12 months of the year Phonology: Student will identify any short vowel sounds heard in vocabulary words Ex: summer, hot, sun, chilly Morphology: Student will identify the number of syllables in each vocabulary word and identify where in the word the syllable breaks. Syntax: Students will describe a season using one complete sentence. Pragmatics/semantics: Fall vs fall Ex: Fall the season compared to falling down. Why is the season called Fall? Idioms: describe the weather in a season using idioms/hyperboles. What is the actual meaning? Ex: It is so hot, I could live I a swimming pool. Cognates: identify cognates for the 12 months of the year

Objectives

Students will be able to orally describe the 4 seasons of the year using accurate vocabulary and syntax. Students will be able to write at least one sentence describing their favorite season of the year.

Standards

Standard: 3.3.PK.A5 Subject Area: Science and Technology and Engineering Education

Grades: Pre-Kindergarten Identify seasons that correspond with observable conditions. Identify how weather affects daily life. Academic and Social Interactions Students will discuss seasons orally with a classmate Students will act out vocabulary words. Students will have to guess what word the student is acting out. Materials Introduction/Procedures Visual cards of each vocabulary word - Concentrate on one season at a time - Introduce 4 seasons to students: Fall/autumn, Winter, Spring, Summer - Include a visual for each season - Ask students to describe each picture - Explain time of year that each season occurs - Introduce Fall/Autumn - Weather is chilly/cold in Fall - Show visuals of fall/what people wear during the fall. - Repeat for each season - Have students act out Hot, cold, chilly, warm - Students must guess what other student is acting out - Have students describe or share a memory that took place in one of the seasons. - students will describe their favorite season using at least 3 vocabulary words in 2 or more sentences. Students can do this orally or written. - visuals and videos will be provided -

Assessment

Adaptations

for the students students have the option to be assessed orally or written

In this first lesson, students were instructed on vocabulary about the four seasons. In the lesson, the teacher used different visuals and strategies to help the students become familiar with the words. When this lesson was given the students showed difficulty orally describing the season as well writing one sentence. They were able to draw a picture of their favorite season but were unable to put together a complete sentence. When reteaching this lesson, I would concentrate more on the vocabulary in describing their favorite season. I would model describing my favorite season and why it is my favorite season. After modeling this, I would show different videos and pictures of each season. After each video or picture, I would ask the students to describe what they saw and liked. By using the video/pictures and having the students comment on each will allow the students to become comfortable using the vocabulary orally. They will become familiar with the words. After reviewing each season, I will incorporate a turn and talk into the lesson. Students will be paired with other students to talk about their favorite season and why. I will pair students strategically according to level. While students are participating in their turn and talk, I will wonder around the room to listen in on the discussions. After the turn and talk, we will begin a whole class discussion about our favorite seasons. As we are discussing, I will record students' answers and sentences on the board. This will give students a visual when they are putting a sentence together. After the discussion, students will be handed back their pictures of their favorite season.

They will be asked to add a complete sentence to their pictures. Students will be encouraged to use the notes on the board for support. Many times when teaching vocabulary, it is important for the students to become familiar and comfortable using the words. If this does not work the first time, it is important to revisit the words. When students are exposed to the words more than once they are more likely to use them accurately.