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Patnaude- Reading Component Project


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Patnaude- Reading Component Project

  1. 1. + Reading Component Project: Vocabulary Instruction Ashley Patnaude EDU 740
  2. 2. + The Importance of Vocabulary Instruction  “Research shows that the size of a reader’s vocabulary influences both comprehension and fluency.” (As cited p. 129)  “Integrating vocabulary instruction provides students with numerous opportunities to manipulate and learn new vocabulary words.” (p. 129)
  3. 3. + Mini-Unit Summary  Three, interactive lessons allowing for students studying Charlotte’s Web in second grade to better learn vocabulary words, while practicing the skills of contextualizing, analyzing, and visualizing.  Contextualizing- using the context that surrounds an unknown word to determine its meaning  Analyzing- examining structure, or word parts, to determine meaning  Visualizing- creating an image of a word to consider its meaning
  4. 4. + Mini-Unit Objective The goal of this mini-unit is for students to learn new vocabulary words from Chapters 16-18 of Charlotte’s Web. Rather than simply being told definitions, which will be forgotten, students will participate in learning activities that will help them remember new vocabulary.
  5. 5. + Lesson One: Contextual Redefinition Chapters 16-18 Vocabulary Words Vocabulary Words for Purpose- These Chapters to use background knowledge to  cautiously examine the meanings of words and to verify the correct meaning of a word  paradise through the context or dictionary  particles  fragments  veritable Objective- to infer definitions using context  loot clues, while also developing  cargo reference skills  bewitched  pummeled Materials Needed- • Charlotte’s Web copies (# depending  interview on class size)  humble • Chart paper (or similar way to model)  enormous • Dictionaries  masterpiece
  6. 6. Lesson One: Contextual Redefinition+ (continued)Procedure1. Present unfamiliar, but important, words from the text on chart paper, one by one.2. Have students work with a partner to make predictions about definitions. (Access background Vocabulary Words knowledge)  cautiously3. Read each word from the text or in appropriate  paradise similar context aloud to class.  particles4. Allow students the opportunity to change or  fragments conform their predictions and discuss the  veritable usefulness of context.  loot5. Students work together to verify word meanings in  cargo dictionaries.  bewitched6. Wrap-up discussion: Answer the question, “How is it different to simply see words by themselves and  pummeled then to see them in context?”  interview  humble***Differentiate by providing one on one assistance, working  enormous with struggling students in a small group, flexible grouping,  masterpiece and reducing the number of vocabulary words.***
  7. 7. + Lesson Two: Root Words Chapters 16-18 VocabularyPurpose- to understand that a word derives meaning from the root word, also know as thebase or stem.Objective- students will understand how words get their meaning and consider parts of words,while better learning vocabulary from the textMaterials- Charlotte’s Web copies, dictionaries, notebooks or templateProcedure1. Students research meaning of root words, learning that roots determine a word’s origin and history to make the word more memorable. “How does knowing the root word help you?”2. Students generate a set of new words by adding prefixes and suffixes. Write words in notebook or on template. “What is the root word of____?”3. Students look up definitions of root words in dictionaries.4. Wrap-up discussion: “How do these words all relate and be categorized?” ***To differentiate, allow students to work in pairs or small groups. Reduce the number of root words to be defined. Provide graphic organizers that are clearly labeled for prefix, suffix, root word.***
  8. 8. + Lesson Two Template for Differentiated Activity Word Prefix Root Suffix New Words cautiously bewitched veritable
  9. 9. +Lesson Three: Visualizing Through Charades Chapters 16-18 Vocabulary Purpose- to make a Procedure mental image of a word 1. Students take turns selecting note cards that to aid in recalling a word. have vocabulary word on them. 2. Students act out (role-play or pantomine) the Objective- To review meaning of the word, using related objects. vocabulary words before “What part of the pantomine helped you to a vocabulary quiz. know the word?” 3. Class calls out suggestions for what the word Materials- Charlotte’s might be until the correct word is said. Web books, note cards, 4. Wrap-up discussion: “Why did you choose symbolic objects that movement to act out that word?”
  10. 10. + Mini-Unit Assessment  An efficient way to assess student understanding following these three lessons, is a brief quiz.  A sufficient quiz would include: -matching up -multiple choice -short answer
  11. 11. + Reflection Having taught a book study on Charlotte’s Web, I found myself struggling to keep the vocabulary instruction interesting and exciting for my students. There were many words that my students had not heard before and struggled to remember. I’m so glad to have now read about an abundance of activities to instruct my students in the area of vocabulary while keeping their interest and making my instruction more interactive. 
  12. 12. + References Ellery, V. (2009). Creating Strategic Readers: Techniques for developing competency in phonemic awareness, phonics, fluency, vocabulary and comprehension (2nd ed.). International Reading Association