Unit Overview - Tewksbury Township Schools



|Unit Overview |

|Content Area: English Language Arts |

|Unit Title: Conventions of Standard English: Vocabulary Acquisition and Use Timeline: Ongoing |

|Target Course/Grade Level: First Grade |

|Unit Summary: The instruction of vocabulary is best supported when embedded and instructed throughout all areas of the curriculum. Vocabulary |

|instruction must be direct and occur every day through oral and print exposure (spoken and written vocabulary). Vocabulary occurs in two basic|

|forms: receptive (vocabulary children understand when they hear) and expressive (vocabulary children use in speaking and writing). In |

|addition, vocabulary knowledge supports students’ abilities in listening and reading comprehension. |

|Primary interdisciplinary connections: Science, Social Studies, Math, Art, Music, Health and Physical Education, Technology, Speech and |

|Language |

|21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills; -flexibility |

|and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. |

|Anchor Standards: |

|L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts |

|and consulting general and specialized reference materials, as appropriate. |

|L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

|Learning Targets/Activities |

|Domain: Language |

|Cluster: Vocabulary Acquisition and Use |

|Standard # | Standards |

|L.1.4 |Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, |

| |choosing flexibly from an array of strategies. |

|L.1.4.a |Use sentence-level context as a clue to the meaning of a word or phrase. |

|L.1.4.b |Use frequently occurring affixes as a clue to the meaning of a word. |

|L.1.4.c |Identify frequently occurring root words (e.g. look) and their inflectional forms (e.g. looks, looked, looking). |

|L.1.5 |With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |

|L.1.5.a |Sort words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent. |

|L.1.5.b |Define words by category and by one or more key attributes (e.g. a duck is a bird that swims; at tiger is a large cat with|

| |stripes). |

|L.1.5.c |Identify real-life connections between words and their use (e.g. note places at home that are cozy). |

|L.1.5.d |Distinguish shades of meaning among verbs differing in manner (e.g. look, peek, glance, stare, glare, and scowl) and |

| |adjectives differing in intensity (e.g. large, gigantic) by defining or choosing them or by acting out the meanings. |

|L.1.6 |Use words and phrases acquired through conversations, reading and being read to , and responding to texts, including using|

| |frequently occurring conjunctions to signal simple relationships (e.g. I named my hamster Nibblet because she nibbles to |

| |much because she likes that). |

|Unit Essential Questions |Unit Enduring Understandings |

|Why is a vocabulary essential? |Building a robust vocabulary assists in listening and reading |

|How can I acquire a robust vocabulary? |comprehension. |

|How can I figure out what a word means? |When reading and speaking, it is necessary to understand word |

| |relationships and nuances in word meanings. |

|Unit Learning Targets |

|Students will ... |

|Use sentence-level context as a clue to the meaning of a word or phrase. (L.1.4.a) |

|Use frequently occurring affixes as a clue to the meaning of a word. (L.1.4.b) |

|Identify frequently occurring root words (e.g. look) and their inflectional forms (e.g. looks, looked, looking). (L.1.4.c) |

|Sort words into categories. (L.1.5.a) |

|Define words by category or by key attributes. (L.1.5.b) |

|Identify words using real-life connections. (L.1.5.c) |

|Distinguish shades of meaning among verbs. (L.1.5.d) |

|Distinguish shades of adjectives differing intensity. (L.1.5.d) |

|Use frequently occurring conjunctions to signal simple relationships (e.g. I named my hamster Nibblet because she nibbles too much) (L.1.6) |

|Learning Activities |

|Word walls (interesting words, content words, sight words, etc.) |Mentor texts/ read alouds |

|Guess My Word |Songs, poems, literature and rhymes |

|Sound/picture/object sorts |Morning message |

|Matching and memory games with vocabulary words/pictures |Daily oral language |

|Class dictionary |Word clusters or webs |

|Language Experience Charts |Modeled, interactive, and guided writing |

|Written responses |Sharing/discussion |

|Mini-lessons |Skill sheets |

|Literacy/work stations |Dictation |

|Journals |Word wall games/activities |

|Evidence of Learning |

|Formative Assessments |

|Student participation |Skill sheets |

|Anecdotal records |Writing samples |

|Teacher observation |Performance Tasks: sorting, literacy center activities |

|Writing and reading conferences | |

|Summative Assessments |

|Skill sheets |

|Writing samples |

|RESOURCES/TECHNOLOGY |

|Teacher Instructional Resources: |

|Write Source |

|Making Words, Cunningham, Hall and Heggie |

|Words Their Way: Pearson Learning Group |

|Reading First, Creative Teaching Press |

|Vocabulary Games for the Classroom, Carlton and Marzano |

|Building Academic Vocabulary, Marzano |

|Integration of Technology: |

|interactive whiteboard (SMARTBoard) |

|websites |

|computers |

|document camera (Elmo) |

|Technology Resources: |

|Click the links below to access additional resources used to design this unit: |

| (open marketplace) |

| (worksheets, activities, etc.) |

| (free computer games and activities) |

| (free systematic & interactive website) |

| |

| |

| (**interactive games) |

| (teacher resource) |

| |

| (SMARTBoard lessons to download) |

| (resources, activities, etc.) |

| |

| |

| |

| |

| (Sadlier Professional Development Series) |

| (dictionary search) |

| (search where word has been used and other resources) |

| (explanation of a word’s background/roots) |

| |

|rllink.htm (playing with words and their meanings) |

|Opportunities for Differentiation: |

|Leveling of learning centers/stations/word sorts |

|Flexible grouping |

|Utilizing multiple VAKT modalities |

|Teacher Notes: |

|Teacher will integrate social studies and science content into ELA lessons. |

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