Lesson Name: Word Meaning in Literary/ Fiction Text

Grade level: 2nd Grade Reading

Grading Period: 1st 9Wks/CRM 1/Arc 5

Estimated timeframe: Two 45-minute lessons

This lesson is appropriate for both Monolingual teachers and Dual Language teachers.

Recommended

Monolingual Pacing: Day 1 – Engage, SE Focus Lesson (Teacher Model), Activity 1.

Day 2 – Review SE Focus Lesson and partners complete another Activity 1.

Recommended

Dual Language Pacing: Day 1 – Engage, SE Focus Lesson (Teacher Model), Activity 1.

Day 2 – Review SE Focus Lesson and partners complete another Activity 1.

Lesson Components
Lesson Objectives:
Students will use background knowledge and the text to make inferences about the meaning of unfamiliar vocabulary words in context.
Language Objectives:
Students will listen and speak while making meaning with vocabulary strategies when working cooperatively with peers.
Prior Learning:
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
1.6(C) determine what words mean from how they are used in a sentence, either heard or read; 1.6(L2)develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.
Standards (Texas Essential Knowledge and Skills):
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
2.5(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;
2.3 (C) Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
College and Career Readiness:
Reading B 1: Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. (a)Describe meanings of words read in texts based on context clues.
Essential Questions:
What can I do when I hear a word, and I don't understand it?
What can I do when I can read a word, but I don't understand what it means?
Enduring Understandings: Authors often provide context clues that support the meaning of vocabulary words.
Vocabulary / Essential: infer, meaning, background knowledge, schema, text, clues, context clues
Supporting: fiction, vocabulary
Lesson Preparation / Book: Ruby the Copycat by Peggy Rathmann
Spanish version of above book for dual language teacher’s and/or to support ELL students:
Ruby, Mono Ve, Mono Hace by Peggy Rathmann
Preview the text to plan stopping points, questions, think aloud moments, and choose Tier 2 vocabulary: bitter, sensitive, loyal, recited, murmured, coincidence
Prepare anchor chart on butcher paper
Prepare Think Sheet: I infer…
Anchors of Support / Inferring with Vocabulary
Word / What I think it means / What the word means. What clues helped me figure it out?
* Do not write anything else on the anchor. You will complete the anchor with your class.
Differentiation strategies / Special Education: The teacher asks open ended-questions for readiness and prior knowledge. The teacher uses multi-sensory learning opportunities. The teacher will facilitate student’s connections through accessing prior knowledge and making inferences about new learning. New words are presented in meaningful context. Teacher will provide multiple opportunities to practice new vocabulary. New words are repeated, reviewed, and revisited.
English Language Learners: The teacher will use visual and contextual support. The teacher and students will act out words. The teacher will use pictures in the text. Students will use background knowledge to support new learning and make inferences. New words are used in various forms. New words are taught in meaningful context and opportunities for practice will be provided.
Extension for Learning: During reader response time, students will write sentences about their own lives using new vocabulary. Students choose one or two of the words and create concept webs. Students show synonyms of the word, illustrate a representation of the word, create a cartoon with characters using the word, or write personal sentences using the word.
21st Century Skills / Critical Thinking and Problem Solving
Make judgments and Decisions
Interpret information and draw conclusions based on the best analysis
English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC 74.4).
Lesson Cycle
Engage / Day 1
Whole group activity in meeting area (read aloud/think aloud)
Teacher: “I am about to challenge your brains. I’m going to be acting out words and you are going to be making inferences to guess my words. The word might be a feeling word, an action word, etc. Okay, the first word is going to be a feeling word. I will act out the word, and I want you to make an inference about what the word is. Remember to use your background knowledge and the clues you see.”
Choose a feeling word to act out very dramatically. Choose at least two words for the engagement activity. When discussing student responses make sure to ask them the following:
·  Why do you think that?
·  What made you think that?
·  What clues led you to believe what the word meant…?
·  What did you use from background knowledge to infer what the word meant?
Day 2
Review and model the previous day’s engagement activity. Choose one or two students to be the actors for today. Preview with students the lesson to make sure they are able to read and understand the word. Remind students how, as readers, we constantly make inferences as we read. Talk about what an inference is and how we make an inference.
Ask: “Why is it important for us to understand words as we read? How can making inferences help us as we read? How can stopping to think help us as we read?”
Lesson stages / Day 1
Use a text that has been read previously (remind students that a text may be revisited for a different purpose) or read for the first time. *Make sure to preselect 2 to 3 Tier 2 vocabulary words from the read aloud. When you are reading and come to the first and second words selected, think aloud and model using the anchor chart.
Working whole class or in partners, allow the responsibility to shift to the students on the second or third word (depending on your lesson). Your job will be to guide the discussion and scribe student thinking on a chart. Incorporate “turn and talk”. Students may record thoughts on a post-it, in their journal or on a think sheet. (I infer…)
ACTIVITY 1
Teacher: “When I read, is it okay that I can read the word but don’t understand it? Why or why not?” (No, of course not, and talk about why). “How can understanding the words we hear and/or the words we read help readers/thinkers?”
Tell students you will give them the definition of one of the words you talked about today. With a partner, they will have to figure out which word it is. Refer to anchor chart.
*Once students finish with activity 1, direct them to read independently (books of their choice).
***For readers that need extra support with word meaning, pull them into small groups and use the strategy of “Word Map”.
Sample lesson:
1.  Draw a blank word map on chart paper.
2.  Fill in the center rectangle with an unknown word. Discuss the questions that a definition should answer: What is it? What is it like? What are some examples of it?
3.  Model how to use the map by selecting a vocabulary word you have already defined (such as bitter). Select another familiar vocabulary word and help students as they volunteer information for the map. Don’t hesitate to use a dictionary or glossary for information to complete the map.
Day 2
Preselect Tier 2 words. Briefly review the anchor chart. Continue with your read aloud.
Stop at appropriate points, guide the discussion, and scribe students’ thinking on anchor chart. Incorporate “turn and talk.” Students could also be writing on post-it notes as they discuss their thinking with their turn and talk buddy. Students may record their thoughts on a post-it, in journal or on a think sheet. (I infer…)
ACTIVITY 1
With a partner, have students take turns reading sentences that have words similar to the words discussed today. Then ask students to orally repeat the same sentence using one of the new words. (See Tier 2 words- bitter).
Ex. Sometimes when people are mean to me I feel angry. Then student repeats the same sentence using one of the new words. Ex. Sometimes when people are mean to me I feel bitter.
*Once students finish with activity 1, remind them to read independently (books of their choice).
Closure Activity / Teacher- Led Discussion:
Discuss with students the importance of understanding how to use their background knowledge and the text to make inferences about the meaning of unfamiliar vocabulary words in context.
Revisit the essential questions:
·  What can I do when I hear a word and I don't understand it?
·  What can I do when I can read a word, but I don't understand what it means?
Check for understanding (evaluation) / Formative:
Questions to ask self when observing students: Are students building meaning based on prior knowledge and text/picture clues? Are students able to use new vocabulary in speaking and writing? The teacher will monitor student thinking in class discussion and listening in on “turn and talk” discussions. The teacher will scribe student thinking on anchor chart and guide the discussion. The teacher will check for understanding during closure activities.
Summative:
Quick check: Read aloud a sentence using the vocabulary from these lessons. Students will decide if the sentence makes sense. If the sentence makes sense the student will write/circle/check yes and if not the student will record a response of no. You may want to make a paper pencil version including the sentence and yes/no boxes to be checked at the end of the sentence. Example of a sentence:
1.  A sensitive friend understands how you are feeling. Yes or No
Or
2.  A sensitive friend laughs at you when you are feeling sad. Yes or No.

Austin ISD Updated 6/10/15