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Students will enhance their understanding of texts by knowing important key vocabulary words. They will explore synonyms, antonyms, and word families to deepen their understanding.

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Colorado Academic Standards (objectives for this lesson)

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Colorado Academic Standards (objectives for this lesson)

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The specific language I am pulling from the standards I am choosing for this lesson will guide this lesson and the students.

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Quality Standard IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadersh

QIV: Element B- Teachers link professional growth to their professional goals.

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Students will help me create a word wall of all the words they want to discuss, study more about, and ones they think can be related to the topic of the story they're reading.

I will ask them about any prior knowledge they have of these words.

We will watch a quick video about the theme and key words of their story, which is Liar Liar by Gary Paulson

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Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

QIII: Element B- Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

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Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

QII: Element C- Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability

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Tips for Educators of ELLs: Teaching Vocabulary in Grades 4-12

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Tips for Educators of ELLs: Teaching Vocabulary in Grades 4-12

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1st method: Teach vocabulary specific to content (Teach key words that children will need to comprehend texts, learn the content in those texts, and pass tests.) Content-specific words include words such as 'photosynthesis', 'revolution', 'metaphor', and words with multiple meanings such as 'party', 'mouse', 'table', etc.

2nd method: Capitalize on cognates (make the connection between words that are the same or similar in English and in their primary language)

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Tips for Educators of ELLs: Teaching Vocabulary in Grades 4-12

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Research shows that vocabulary development is one of the most important skills students need to acquire to become English-proficient. Here are some strategies to help you get started! These strategies are geared towards grades 4-12 but can be adapted for younger students. These tips are available as a one-page handout to download and print.

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This website helped me select three different vocabulary activities for this lesson, but I can always go back and change the activities depending on the understanding/ level of my students with their vocabulary words and content.

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30 Meaningful Vocabulary Activities for Every Grade

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Learning new words is like adding to your writing toolbox.

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Students will build familiarity and memorize the vocabulary words in context to reinforce meaning. By the end of this lesson, these vocabulary activities would have strengthened students' memory through repetition and varied exposure.

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Vocabulary Toolkit: Vocabulary Acrostic | Worksheet | Education.com

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Explore new vocabulary words in a fun and memorable way with this Vocabulary Acrostic graphic organizer!

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These worksheets will be ideal to print for the Vocab Roll Dice activity.

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Vocabulary Dice Game | Free Printable & Digital Activity Template | Word Work

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Want to get your students excited about word work? Try this fun and engaging vocabulary dice activity! Use this free printable and digital template with ANY list of vocabulary words! Add it to your literacy centers or reading workshops! Printable PDF and Google Drive versions are included.This resou...

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A-Z Vocabulary Worksheets - Nouns, Adverbs, Verbs, Adjectives

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A-Z Vocabulary Worksheets - Nouns, Adverbs, Verbs, AdjectivesYou'll get vocabulary worksheets that you can use for class activities, morning work or warm up exercises. Students will be able to easily practise vocabulary while having fun!It'll be a useful resource during your class that will boost yo...

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I will hand out the first worksheet of the three, which will be Vocabulary Acrostics. We will take about 10-15 minutes to play. We will take 3 minutes to share what we have come up with before moving on to the second worksheet.

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After spending an additional 10-15 minutes on the second worksheet, we will transition into small groups to begin the vocabulary role dice activity. For each small group, I will roll the dice, and every group will get a different number rolled. Students can discuss the words and work together to answer the questions.

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Looking for comprehension of the book's context and word analysis

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Looking for comprehension of the book's context and word analysis

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Students will stay in their groups, and I will give them a slip (exit ticket) that provides a sentence from the book with a vocabulary word blanked out. The page to locate this sentence is provided.

Students will search for this sentence in their books and fill in the blank with the vocabulary word.

There will be a blank space beneath the sentence where they will write a synonym of the blanked-out vocabulary.

They will use their Chromebook to search for the synonyms, and they will pick one that best fits and give an explanation about why they picked that synonym.

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Write a short story or dialogue using 5–10 vocabulary words from the book.

Find 3 vocabulary words in the book that were not discussed in class and use them in your story/dialogue.

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Vocabulary activities for learning and developing meaningful interaction with our vocabulary!

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Every block period is between 1 hour and 15 minutes and 1 hour and 30 minutes. Brain breaks will be included.

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1. Get the "gist" of what the text is saying

2. Annotate the text - take note

3. Focus on the key vocabulary

4. Use the text to answer questions

5. Discuss to clarify thinking or deepen understanding

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EL Education. “Scaffolding Literacy Instruction for English Language Learners.” YouTube, 28 Jan. 2018, www.youtube.com/watch?v=Ivmbm8fA2pQ.

(from sheltered English)- Brainstorm

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1. Find solutions in making everything accessible to millions of different kinds of people with different backgrounds.

2. Change my communication style with every interaction because not everyone has the same listening and learning style. I adapt to their preference and consider the environment.

3. Sometimes I can utilize my students with a certain disability when they have a better communication style with another student with a disability to help them understand the content or my instructions. I don’t always have to give the instructions my way.

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1. Example in Language Arts: Have oral interactions between students in their small groups to strengthen their fluency. Implement “reading lists” with diverse literature related to students and their culture. Recognize their varied identities.

2. ELL students are more likely to participate in inquiry-based projects if teachers integrate language arts, social studies, and mathematics with related texts, viewing of related films, and a variety of websites that represent their background identities.

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Intervention from treatments and practices was “Bounce Back: An Elementary School Intervention For Childhood Trauma. (https://www.nctsn.org/interventions/bounce-back-elementary-school-intervention-childhood-trauma)

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The National Child Traumatic Stress Network

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Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework

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Presents a tiered approach to creating a trauma-informed school environment that addresses the needs of all students, staff, administrators, and families who might be at risk for experiencing the symptoms of traumatic stress.

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The quality standards I am aligning with this lesson plan:

Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

QII: Element C- Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability

Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

QIII: Element B- Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

Quality Standard IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadersh

QIV: Element B- Teachers link professional growth to their professional goals.

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Flexibility in use: My students will have the option to choose their preferences in learning vocabulary.

Simple and Intuitive design: Images, color, sound, and facial expressions will be used with each word to allow students to understand even if they have never heard the word.

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Providing choice and autonomy for students will not only help them gain a deeper understanding of material, highlight patterns, and show relationships, but they will also choose based on their interests and abilities. (MULTIMEDIA and CHOICE)

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School: Pace Bridge Academy

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Merrill, Stephen. “Flexible Classrooms: Research Is Scarce, but Promising.” Edutopia, 14 June 2018, www.edutopia.org/article/flexible-classrooms-research-scarce-promising

Persaud, Ramona. “Why Learning Space Matters.” Edutopia, George Lucas Educational Foundation, 8 Sept. 2014, www.edutopia.org/blog/why-learning-space-matters-ramona-persaud

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Students will be able to list 7 things we did as a class together

1. brainstorm

2. create a word wall

3. play vocab game 1

4. vocab game 2

5. vocab game 3

6. Fill in the blanks - exit ticket

7. know about their homework