Vocabulary instruction

University of Phoenix Material

Lesson plan:

Vocabulary instruction

Name:  John Reafleng (‘JR’)                  

Intended grade level: 6

State standard(s): (CA Common Core)

Grade 5 Vocabulary Acquisition and Use:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly  from a range of strategies.

Learning Target(s):


Students will use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

List the research-based strategies and routines from the course readings and research that you will incorporate into this lesson plan:


  • Purpose and Motivation: Students should know what the purpose is of the lesson.  


  • Anticipation Guide: guide will be based on information that will challenge the students’ thinking, but not too much that students have no context with which to answer. Background knowledge of the student is required and should be considered when making questions.   Five statements that discuss the important concepts of the learning target.  


  • Strategic Teaching: Use a concept map and select key questions to answer.  Based on background knowledge of students and prior observation/assessment, items will be placed in the concept map as appropriate.  For a Reading unit, the key questions may be:


“What does it mean to ‘know’ a word?”

  • Vocabulary: 5 – 6 words will be introduced, but not to be expected to be decoded.
  • Imaging: Vocabulary words may require imaging.


  • Teach word and relate to concept:  Give a student-­friendly definition; help them make connections with known words
  • Provide multiple exposures
  • Use crossword puzzles, word games and systematic vocabulary study to create interest in words.
  • Underline words that best fits the ‘sense’ of a sentence.
  • Have students create a sentence or story using as many of the key words as they can (using magnetic words.
  • model how to make inferences based on background knowledge: re-read word, state Definition, give synonyms, Comparison–Contrast, Function Indicators, Pictorial Clues



Extending and Applying:  


  • Text Structure:  Teacher first tells students that they are only to decode first.  Then they are to read for comprehension


  • Framing: The teacher will ‘frame’ the discussion of the target text by stating in what real-world situations this text could apply to.  



  • Strategy Guides:




  1. vocabulary definitions and translations of unfamiliar language,
  2. tbd
  3. tbd
  4. tbd

Reciprocal Teaching: select students will teach other students in their groups how they attack unknown words.

List the accommodations for ELLs that you will incorporate into this lesson plan:


  • As appropriate, minority language groups may discuss in home language to achieve to foster concept comprehension.
  • Make input comprehensible
  • Present directions clearly
  • use visual aids to reinforce
  • use hands­-on activities
  • read text with students
  • Use frequent checks for understanding
  • Allow for multiple ways of demonstrating comprehension

Materials required:


Pencil/sharpeners, anticipation activity worksheet, overhead/projector, target text, highlighters, rulers

Gen Ed Lesson Sequence:


  1.  Students are brought to order and remain quiet via classroom management techniques.  
  2.  Students work on anticipation guide in small groups.  Guide goes on overhead.  Extra paper copies are available.  If it is clear that groups cannot handle the activity, teacher will re-teach how to work in small groups and try the activity again.  

“What does it mean to ‘know’ a word?”


Questions are reviewed and elaborated as a class as determined by teacher.

  1.  Instructional routines     


a.  tbd


b.  Student will work on activity under the parameters of the small-group discussion expectations as taught to the class during the first weeks of school.  


c.  Transitions: transitions between activities will be conducted in accordance with expectations as taught to the class during the first weeks of school.  


d.  tbd


e.  Closure: Teacher gives appreciations to students, and students to each other.

  1.  Assessment:
  2.  Reflection: Teacher reflects on what went right and what needs to be changed and why.



Opitz, M., Rubin, D., & Erekson, J. (2011 ). Reading Diagnosis and Improvement: Assessment and Instruction [University of Phoenix Custom Edition eBook]. Boston, MA: Allyn & Bacon. Retrieved from University of Phoenix, RDG/502 website.


Gunning, T. G. (2009). Assessing and Correcting Reading and Writing Difficulties 4th edition [University of Phoenix Custom Edition eBook]. Upper Saddle River, New Jersey: Pearson. Retrieved from University of Phoenix, RDG/502 website.


California Department of Education, (2013). California Common Core State Standards: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Sacramento, CA: CDE.

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