Kathryn Schulte

Practicum 573 Spring 2017

Each One Teach One Vocabulary Lesson Plan for 1st Grade

Subject/Skills: Reading Grade Level: First Grade Number of Learner(s): 4 students in the group
Time of Lesson: Small Group 1:30 2 Length of Lesson: 30 minutes

Curriculum Frameworks
Grade Level: First Subject: ELA Strand: Reading Language Standard: L.MA.4a, L.MA.5a, L.MA.5b
Page Number: 37 Publication Date: March 2011

Title: Categorizing key attributes to help define words and use context clues to match onomatopoeic words

1. Purpose/Objective/Function
a. The purpose of the lesson is to work on building vocabulary using three different activities. The
first is to work on understanding how to categorize words using key attributes and a concept
web. The second is to use context clues to match onomatopoeic words with a memory game.
The final is to show understanding of the vocab in the text to answer a one sentence writing
prompt on a response sheet.
b. This lesson introduces new ways to define words. The activities can be adapted for other texts,
and the strategies of concept web, memory game and the use of response sheets will be used
as part of ongoing vocabulary instruction.
c. The function of this lesson is to incorporate verbal and kinesthetic elements that will help
students continue to work on their vocabulary.
2. Pre-requisite skills/knowledge
a. It is important that students have the pre-requisite skill of understanding that words have
meaning. It is also important that they are able to comprehend the text read aloud to them and
also have the skills to refer to the text when they need context clues.
b. Formal assessments have been used to place students into their reading groups. DIEBEL scores,
DRAs and classroom benchmarks were used to identify if students require intervention. Students
are grouped by current skill level and the groups change as assessments are updated. Students
are informally assessed by: observing how they participate and their comprehension of the
lesson and concepts being introduced.
3. Schedule and Pacing
a. 1 minute Introduce the lesson for the day by explaining that they will get to write on the board,
play a game, listen to a story and write and draw about the book. They will also learn some new
ways to think about vocabulary words.
b. 6 minutes - Draw the concept web on the board, and write the word DUCK in the center bubble.
Explain that all of the lines are going to be used to attach words to the web that help identify
what a duck is. Have each student write one key attribute that helps define the word DUCK.
Examples are: tail, wings, beak, feathers, quack, swim, webbed feet
c. 7 minutes - Read the book Do Like a Duck Does
d. 1 minute Introduce onomatopoeia words. Explain that onomatopoeia is a big funny word that
just means the creating of words that imitate sounds for example: QUACK.
e. 10 minutes Play the memory game matching the onomatopoeia words with the picture from
the book that shows that sound.
f. 5 minutes Finish the sentence on the response sheet: Mama knew that fox was different
because Once the sentence is complete, if time allows students will be asked to illustrate
their sentence. If time runs out, the picture will be completed at the next lesson.
4. Materials
a. Book: Do Like a Duck Does
b. Markers and White Board
c. Memory Game
d. Response Sheet
5. IEP Goals/Objectives/Benchmarks
There are no students that have an IEP.
6. Specially Designed Instruction
There is no specifically designed instruction in this lesson other than the small group intervention
that is the nature of the pull out RTI model in place for these groups.
7. Accommodations/Adaptations
a. No accommodations are needed for this group, but there are several ways this lesson could be
differentiated. The first is to use pictures to build the concept web instead of having students
write the words on the board. The second way to differentiate would be to use the concept web
pictures and a second set of pictures showing the attributes of a fox to compare and contrast in
place of the response sheet.
8. Possible Problems and Solutions
a. Possible problems include: students not being able to think of attributes for the concept web,
students getting frustrated that they cant make a match, or students struggling to complete the
sentence on the response sheet.
b. Theoretical solutions include: using a picture walk of the book to prompt attributes, offering help
to find a match or allowing them to turn 3 cards instead of 2, and if completing the sentence is
too challenging have students draw their response.
9. Lesson Closure
a. Students will work on their response sheets and until the bell rings and then they will help clean
up the room and put materials in their places. They will then return to their classroom.
10. Assessment
a. Students will be informally assessed in this lesson by observing how many matches they make,
and what attribute they contribute to the concept web. They will be formally assessed in this
lesson by reviewing the attribute that they used to complete the response sheet. This will
demonstrate that they understand that an attribute can help to define a vocabulary word.
b. I anticipate that students will be able to contribute an attribute with minor prompts, that they will
be able to make matches and discuss onomatopoeic words, and that they will be able to
complete the response sheet with minor support of their writing/spelling.
c. The purpose of this lesson is to work on building vocabulary using a concept web and
onomatopoeic words. Using informal assessment during the activities in this lesson help to
support that purpose.
11. Extension of the Lesson
a. The lesson will be extended during the next lesson by having the students read the book, play
the memory game again, and have them complete a concept web for the fox. The lesson will be
extended in future lessons by using concept webs, identifying onomatopoeia words as we
encounter them in new texts, and encouraging them to use context clues to help define new
vocab words as they read.