Designing Explicit Vocabulary Instruction

Name: Maleia Ysteboe Grade Level: 3rd

Target Content/Lesson Topic: Fluency Date: 10/2

Planning
Essential Question How can students use text features to help with understanding a grade level text?
What is the essential question that this
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards [Link].3.4.A
Identify relevant grade level standards Read grade-level text with purpose and understanding.
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Students will be able to read a grade level text with purpose and understanding.
What should the students know or be able to do
after the instruction? Use a common format with a
measurable verb that matches the cognitive
domain standard. This should be a small piece of
the standard stated in measurable terms.

Grouping At the start of class, we will be doing a whole group example and some practice with the skill. We will do a
Describe how and why students will be divided whole group example first so every is on the same page and everyone will have the same example to look back
into groups, if applicable (homogeneous,
heterogenous, random / based on ability, interest,
on. Then, the students will then be working independently while reading a text given and filling out the
social purposes, etc.) graphic organizer given. This will be done independently so the teacher to see if each student is able to text
Co-Teaching Strategy features as a tool for understanding text.
How did you collaborate with your co-teacher to
plan, instruct, and assess learning? What Co-
Teaching Model will you employ?
Co-Teaching Strategy
N/A
Differentiation Content: The website I got the reading has multiple levels of the same text so this will vary for each student.
Respond to your students’ needs and adjust the Process: Students are able to log into computers and listen to the reading or read it on the copies given.

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 content, process, product, and/or environment to Product: Students can use words or pictures in their graphic organizer as long as they understand what it means.
reach individual learners based on their readiness,
Environment: Directions/steps will be on the board and read to them and explained orally.
interests, and learning preferences (Tomlinson,
2014). Discuss planned supports here.

Assessment
Formative Assessment Students will be filling out a graphic organizer while reading. This focuses on using text features to help them
How will you monitor student learning with unknown words. By having students practice this skill, you are teaching them a strategy to help with
throughout the lesson? Be specific their understanding of the grade level reading. This is a great tool for students so they can independently find
about how your chosen assessments definitions of words when reading. This strategy is very important for understanding of text. This graphic
connect with the objectives above. organizer will tell the teacher if each student is able to use text features to help understand unknown words.
Does your formative assessment
have/need evaluation criteria? If so, Text Feature

attach a copy of your evaluation criteria.

Text Feature Graphic Organizer
Text feature graphic organizer rubric.

Level 4 (Highe st) Le ve l 3 Le ve l 2 Le ve l 1 (lowest)

10 points 7 points 4 points 0 points
Graphic organizer has at least Graphic organizer has five words Only a few words are written in The graphic organizer has no
five difficult words with all boxes filled in with some detail. Not all the graphic organizer. Not all correlation to the text. There is
filled in with a definition or a boxes are thoughtful and boxes of graphic organizer are no evidence of text feature use.
picture that correlates to the detailed but are filled in. There is filled in. There is not a lot of
word. There are thoughtful and some evidence of text feature information supported by the
detailed sentences or pictures. use. text features.
There is clear evidence of using
text features from reading.

Summative Assessment Students will use these words in the end of the unit project. They will use the words they wrote in their
How will students demonstrate mastery of the graphic organizer in the project or paper so they will have to master the meaning of each word. The end of the
standard? Note: This assessment does not have to
occur during/after this lesson but in upcoming unit project can be done on any topic the student wants but must use at last five of the words written in the
lessons. graphic organizer.
Evaluation Criteria
What material(s) will you use to evaluate
learning? Please attach a copy of your checklist,
rubric, observation criteria, or other measure.

Procedures (Teacher[s] will…, Students will…)

Describe the presentation of the overall The teacher will be doing a whole group explanation of the activity. The teacher will explain that students will
2

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 lesson. be given a reading that has some harder vocabulary words in it so the graphic organizer will help them with
Introduction and Connection to unknown words. When the students come upon a word that they do not know, they will put it on their graphic
Previous Learning organizer, look for a definition in the glossary, look at the picture for clues, and then write their own definition
● Anticipatory Activity (Hook) or draw a picture of their definition for the word. The students will all get a graphic organizer to follow along
● Activate prior knowledge.
● Be sure students understand procedures and
with the example. The teacher will use the same text the students will be reading for the example so students
instructions for lesson. can follow along and write the word in their graphic organizer to look back on later if they need an example.
● Establish clear expectations. The teacher will first start reading the first page of the text aloud, when there is a more difficult word the
● Model concept
The Introduction, During, and Wrap-up groupings/ teacher will stop and underline the word and finish the sentence. They will go back to the word and write in in
instruction/ lesson progression might look the graphic organizer. They will all turn to the glossary and the teacher will show where the glossary is and
different! explain what it is used for. They will find the definition and write in in the second column of the graphic
organizer. Then, they will turn back to the first page and look at the picture to see if they can get any clues. If
they can, share them out with the class and write them in the third column of the graphic organizer. The last
box is anything the student needs to help them remember what the word means (a picture or their own
definition). The teacher will ask for any questions and can continue with another example if students need.
The teacher will also explain how using text features can really help with comprehension because you need to
know what the words mean to understand the text. Once the students know how to do the task, they will
continue on their own with a reading at their reading level.
During (Lesson Progression) During the lesson, students will be working independently. They will be reading a text at their reading level
In this portion of the lesson, you will be letting go and filling in the graphic organizer when they come upon and unknown word. They will write the word that
and letting students engage in productive struggle;
engaging in gradual release, inquiry, or other
they do not know, look at the glossary to see if there is a definition given, record any information you get from
learning methods. Please write what you are the picture, and then come up with definition or draw a picture to help them remember what it means. They
looking for in terms of: can look back to the example they did as a class if they are not sure what to write in each box. The example and
● Students’ thinking and how they will
start the lesson directions will stay on the board for students to look back on if needed.
● Provide appropriate support (not
explaining how to do it)
● Provide worthwhile extensions.
● Provide opportunities for students to
engage in using the academic language.
This is where you will be suggesting or modeling
specific strategies and helping students choose
which strategy makes sense to them. However,
you must make sure ideas come from students.
Wrap-Up and Extension With the last few minutes of class, the teacher will ask the class for different words to put in the graphic
This is where you have students talk about their
thinking and share strategies with the whole class. organizer and have them share the definitions they found and made up for that word. The teacher will record
It’s important to name strategies and use academic these on their graphic organizer for the class just so everyone can see the process one more time in case they
vocabulary here, extending the lesson to broader were not totally confident with this skill. The teacher will ask the students what text feature was most helpful
ideas.
● Promote a community of learners for figuring out the definition just for some feedback. This will wrap up the activity and summarize the
● Listen actively and probe thinking objective of the lesson for the students.
without evaluating or telling them how

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 you would do it.
Summarize main ideas and identify future
problems that they would be able to solve using
the thinking you have discussed.

Instructional Materials,
Equipment and Technology
Attach a copy of ALL materials the
teacher and students will use during the
lesson; e.g., handouts, questions to
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.

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 Writing tool, computer and headphones if you need the audio version, projector

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