Running head: VOCABULARY LESSON PLAN 1
Vocabulary Lesson Plan
EDLC 544- Spring 2023
Liberty University
Monica Gibson
February 12th, 2023
VOCABULARY LESSON PLAN 2
LESSON PLAN TEMPLATE
DAILY LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Monica Gibson Grade Level: 1st Grade
Candidate’s Endorsement:
Elementary Education PreK-6th
Central Focus: Vocabulary
Subject: ELA/Reading Learning Segment Theme: Visual Cues and Meaning
Cues
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☐Whole Class ☒Small Group ☐1:1
Other (specify): Click or tap here to enter text.
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests, family
backgrounds, experiences, etc.)
N/A
Cultural (Traditions, dialects,
worldview, literature, arts, etc.)
N/A
Community (Landmarks,
community events, etc.)
N/A
Developmental (Cognitive,
physical, social, and emotional)
N/A
CONTENT STANDARDS
State Standards Virginia English SOL 1.2 Oral Language: The student
will expand understanding and use of word meanings.
a) Increase listening and speaking vocabulary.
b) Begin to ask for clarification and explanation of
words and ideas.
Virginia English SOL 1.7 Reading: The student will use
semantic clues and syntax to expand vocabulary when
reading.
c) Use information in the story to read words.
National Standards NCTE/IRA ELA Standard 3:
Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions
with other readers and writers, their knowledge of word
meaning and of other texts, their word identification
strategies, and their understanding of textual features
(e.g., sound-letter correspondence, sentence structure,
context, graphics).
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VOCABULARY LESSON PLAN 3
InTASC Standards Standard #4: Content Knowledge The teacher
understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and
creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners to
assure mastery of the content.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
Students will identify and comprehend vocabulary words through visual or meaning cues in a
text with 85% accuracy in 4 out of 5 attempts.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
On an anchor chart, I will write a few made-up sentences that will be missing a word. For
example:
Sam loves racing! He enjoys racing his bike. He enjoys racing his toy cars. One day, Sam
wanted to race down the . at school. “Ouch”, Sam said. Sam was .
After our mini-lesson on using various types of information while we read, I will explain to
our small group that good readers and good writers “ask and answer” questions as we’re
reading to better understand words and events in a story or text. I will ask students to look at
the sentences on the anchor chart and remind them that when we approach unknown words as
we’re reading that readers can use clues found in a text (meaning) that can help, along with
looking at the letters in words (visual) and background knowledge to determine unknown
words and their meanings. Students will take turns going around the table making suggestions
of the words that will best complete these sentences.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling I Do: I will use the text “The Tiny Seed” by Eric Carle
(BIG book) to model and show visual and meaning cues
to students as we decode unknown words. While
reading, I will model substituting the word “fall” with
“autumn” to give students a visual meaning on page 1.
Think Aloud: “The trees in the picture on this page
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VOCABULARY LESSON PLAN 4
show leaves of different colors. I know that leaves
change colors during the Fall season. However, if we
look at the word, the word begins with an a, so it can’t
be the word Fall. What is another word we can use to
describe the season in which the leaves change different
colors?”
Allow students to turn and talk with a shoulder partner
at the small group table and together we will discuss our
findings.
T: What word can we use to substitute the word Fall
like in the text?
S: I think the word is Autumn because it begins with the
letter “A”, and it is also another name for this season.
T: Great job! The word is Autumn, what clues (meaning
or visual) did you use to determine the unknown word?
S: I looked (visual cue) at the color of the leaves.
S: I looked at the beginning and ending letters.
Throughout the text, I will continue pausing on pages 3
and 6 to model the cueing systems through substitution
and having the students in our small group use context
clues and prior knowledge of letters and letter sounds,
and inquiry to identify the unknown words in the text
by asking if themselves if the word “bun” on page 3
makes sense or “burn” for “bun” relating the “sun’s hot
rays” with both words and have students to use the
words in its sentence aloud to determine which word
best completes it.
Guided Practice We Do: Together, we will continue listening for visual
and meaning cues as I finish reading the story aloud. I
will continuously substitute words such as “down” for
“drowns” on page 9 and the words “dessert” for
“desert” on page 10. I will ask open-ended questions
probing students to think about the differences in
meaning between these words as we discuss the correct
word when they choose it. When/if students replace and
read the word correctly in the sentence, I will then ask
students why they chose this word and which cue
(visual or meaning) did they use to make this
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VOCABULARY LESSON PLAN 5
determination. We will continue this activity until we
reach page 15 of the text.
Independent Practice You Do: Students will use the content learned (visual
and meaning cues) while independently reading a
guided reading text. The teacher will assess these
strategies using a running record form. The teacher will
review and reteach strategies as needed for mastery of
skills.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Now that we’ve learned another technique while reading using visuals and meaning cues to
help with comprehension and meaning of unknown words, choose a word we’ve discussed and
write a sentence using the word.
Any early finishers will work on writing these “known” vocabulary words three times each to
improve spelling and reading grade-level text to build on vocabulary.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s) Prior to reading the story, students will read a few
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VOCABULARY LESSON PLAN 6
(could be prior to the lesson) sentences on an anchor chart that are missing words to
complete the sentence. Through kid-watching, the
teacher will assess how students use cues, prior
knowledge, and reason to suggest the missing words for
each sentence.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
The formative assessment for the small-group activity
will be the teacher actively listening to students identify
the unknown words while reading to determine if they
can identify which cue (visual or meaning) is used to
better understand unknown words.
Summative Assessment (matches
the objective)
The summative assessment is the reading record to
assess students’ reading while reading independently.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students will have some knowledge of visual and
meaning cues in reading from whole group instruction
and from the previous lesson.
Language Support(s) The teacher will model for students while reading that
cues (visual and meaning) can benefit readers when
reading unfamiliar words. The teacher models by
substituting words in the story “buns” instead of
“burns”. Students will read along with the teacher and
identify the best word to complete the sentence using
either visual (cues through observation) or meaning
(understanding) cues.
Essential Vocabulary Cues, meaning, visual, substitute (substitution),
knowledge of basic consonant letter and vowel sounds.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Open-Minded: Students will be encouraged to remain
open-minded in their learning as they embrace different
points of view from each other. In doing so, this
mindset will benefit their abilities to broaden their
minds and think of various concepts and vocabulary.
“And be not conformed to this world: but be ye
transformed by the renewing of your mind, that ye may
prove what is that good, and acceptable, and perfect,
will of God” (Romans 12:2, KJV).
Materials Anchor Chart, “The Tiny Seed” by Carl Eric, Reading
Recording Assessment, and pencils.
Technology Connection Whiteboard, school-issued devices (iPad, Chromebook,
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VOCABULARY LESSON PLAN 7
etc.,)
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students to meet your goals? EXPLICITLY describe what you will do!
List planned supports (instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of the central focus).
Planned Supports Anchor chart with sentences omitting the
unknown word
Big Book of “The Tiny Seed” by Eric Carle
Peer sharing with shoulder partners
eBook of “The Tiny Seed” by Eric Carle
website: https://youtu.be/LlDOMQPptOM
vocabulary word cards with their meaning
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities (special needs
[IEPs/504 plans], gifted and
talented, accommodations, etc.)
Students with special needs, IEPs/504 plans will receive
a word bank to choose from with specific words for
these students to choose from. The teacher will also
have simple vocabulary meanings on the back and will
allow additional time for discussions. Students will
have an eBook accessible for their use also.
ELL The teacher will also provide students with an eBook
copy of the big book for these students to utilize. ELL
students will also receive additional visuals throughout
the reading in which they can better make connections
with the words and the text. These students will also be
given a translated version of the text for their use.
Learning Styles/Student
Engagement
Audio Learners- The eBook will benefit audio learners
by giving these students another source in hearing the
text. With the eBook, audio learners will also have the
chance to listen to the text multiple times if needed for
further comprehension of vocabulary.
eBook: https://youtu.be/LlDOMQPptOM
Visual Learners- will utilize the illustrations and
visuals in the text to make connections with the
vocabulary words. Also, students can visualize the
vocabulary words by seeing the beginning, middle, and
ending letters of the words when using visual cues.
Kinesthetic Learners- these learners will best learn
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VOCABULARY LESSON PLAN 8
from being hands-on by using the vocabulary word
cards also as a type of hands-on manipulative.
Extension To extend this activity, I would implement Tier 2
words to expand the rigor of vocabulary for students
that are ready. I would give examples of the vocabulary
words in other contexts and have students to further
elaborate through their own personal examples. For
example: using the word lands from the story, I would
have students repeat the word after me and have
students explain to me something from their
experience(s) that lands.
This discussion will build on the next concept of cues
which is structure cues.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Carle, E., & Tucci, S. (2018). The Tiny Seed. Little Simon.
NCTE / IRA standards for the English Language Arts. National Council of Teachers of
English. (2017, October 17). Retrieved February 12, 2023, from
https://ncte.org/resources/standards/ncte-ira-standards-for-the-english-language-arts/
Running record sheet (double sided) {free}. TPT. (n.d.). Retrieved February 12, 2023, from
https://www.teacherspayteachers.com/Product/Running-Record-Sheet-double-sided-
FREE-771367?
epik=dj0yJnU9dWI5TlNRZFNoQXVIM0NERm5BNkFnVFJzNXNCV21wMFQmcD0
wJm49MjV6cW0yQm1tNWh5QUNBUy1MeFppdyZ0PUFBQUFBR1BwbHhN
Standards of learning for English. Virginia Department of Education. (n.d.). Retrieved
February 12, 2023, from https://www.doe.virginia.gov/teaching-learning-assessment/k-
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VOCABULARY LESSON PLAN 9
12-standards-instruction/english-reading-literacy/standards-of-learning
Welcome | CCSSO. (n.d.). Retrieved February 13, 2023, from
https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
YouTube. (2022, March 9). The tiny seed – a read aloud Eric Carle Book With music in HD
fullscreen. YouTube. Retrieved February 12, 2023, from
https://www.youtube.com/watch?v=LlDOMQPptOM
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Tompkins, G. E., Rodgers, E., & Rodgers, A. (2021). Literacy for the 21st Century (8th ed.).
Pearson Education (US). https://libertyonline.vitalsource.com/books/9780135893418
According to Tomlinson (2021), many educators use mini lessons to introduce students to
vocabulary words and teach them strategies to use these words based on their definitions, and
contextual information in expanding their reading and writing skills (pg. 200).
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