Diana A. Vocabulary Activity Lesson plan by Diana Angeles Diaz

Learn Vocabulary Words

DianaAngeles03 — 2025-09-20 21:25:09 UTC

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

DianaAngeles03 — 2025-09-20 21:29:24 UTC

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.

DianaAngeles03 — 2025-09-20 21:36:21 UTC

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.

Vocab Roll Dice worksheet

DianaAngeles03 — 2025-09-20 21:55:44 UTC

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

A to Z Worksheet

DianaAngeles03 — 2025-09-20 21:58:11 UTC

Vocabulary Activities

DianaAngeles03 — 2025-09-20 22:00:05 UTC

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.

Start:

DianaAngeles03 — 2025-09-20 22:10:04 UTC

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

Second

DianaAngeles03 — 2025-09-20 22:14:49 UTC

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.

Vocabulary Acrostic Worksheet

DianaAngeles03 — 2025-09-20 22:17:18 UTC

Third

DianaAngeles03 — 2025-09-20 22:22:05 UTC

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.

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

DianaAngeles03 — 2025-09-20 22:34:56 UTC

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.

DianaAngeles03 — 2025-09-20 22:40:27 UTC

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.

DianaAngeles03 — 2025-09-20 22:41:15 UTC

Class time!

DianaAngeles03 — 2025-09-23 16:17:29 UTC

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

7th Grade ELA!

DianaAngeles03 — 2025-09-23 16:17:51 UTC

Text Coding

DianaAngeles03 — 2025-10-16 17:33:00 UTC

Things close readers do:

DianaAngeles03 — 2025-10-16 17:38:32 UTC

Get the "gist" of what the text is saying
Annotate the text - take note
Focus on the key vocabulary
Use the text to answer questions
Discuss to clarify thinking or deepen understanding

sheltered English strategies

DianaAngeles03 — 2025-10-16 18:10:10 UTC

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

(from sheltered English)- Brainstorm

ULD strategies

DianaAngeles03 — 2025-10-16 18:14:59 UTC

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

Rubinstein & Johnson

DianaAngeles03 — 2025-10-16 18:18:40 UTC

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.
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.

Trauma-informed Practice

DianaAngeles03 — 2025-10-25 01:37:01 UTC

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)

CO TQS

DianaAngeles03 — 2025-11-01 04:50:46 UTC

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.

UDL ALignments

DianaAngeles03 — 2025-11-01 05:01:49 UTC

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.

DianaAngeles03 — 2025-11-01 05:07:46 UTC

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)

TQS

DianaAngeles03 — 2025-11-03 23:41:44 UTC

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

TQS

DianaAngeles03 — 2025-11-03 23:42:42 UTC

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.

TQS

DianaAngeles03 — 2025-11-03 23:46:43 UTC

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

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

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

DianaAngeles03 — 2025-11-16 03:06:33 UTC

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)

School Overview

DianaAngeles03 — 2025-11-18 20:29:09 UTC

School: Pace Bridge Academy

Colorado Academic Standards (objectives for this lesson)

DianaAngeles03 — 2025-12-02 03:23:19 UTC

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

Design

DianaAngeles03 — 2025-12-02 17:13:38 UTC

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

Closing the lesson

DianaAngeles03 — 2025-12-02 17:17:49 UTC

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

1. brainstorm

create a word wall
play vocab game 1
vocab game 2
vocab game 3
Fill in the blanks - exit ticket
know about their homework

DianaAngeles03 — 2025-12-02 18:04:26 UTC

DianaAngeles03 — 2025-12-03 06:07:23 UTC