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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