Vocabulary 3-Day Unit Plan

 Scarborough’s Upper Reading Rope stresses the importance of activating students’ background knowledge and building vocabulary, so they are better able to make sense of what is being read. Using background knowledge, students can see text-to-self, text-to-world, and text-to-text types of connections to create meaning from the text they read. By having a strong working knowledge of the meanings of keywords associated with the content they are reading, regardless of the type of text, students can increase comprehension. Having a strong working knowledge of the meaning of keywords associated with the content they are reading can increase a student’s comprehension.Create a three-day unit plan focused on vocabulary in cross-content areas, such as social studies,  science, and math. Select a grade level of focus and use the “ELM-316 Class Profile” and the “COE 3 Day Unit Plan” template to complete this assignment. The objective of this unit plan is to focus on how vocabulary skills can be supported while students acquire knowledge in other content areas. Additionally, there should be opportunities within the unit plan for students to practice each of the following:

• Phonology: Consider pronunciation, word stress, and intonation.
• Morphology: Include discussions on word formation, roots, prefixes, and suffixes. 
• Syntax: Incorporate sentence structure and grammar rules related to the vocabulary.
• Semantics: Explore the meaning and usage of the vocabulary words in different contexts. 
• Pragmatics: Discuss how the vocabulary is used in real-life situations and interactions.
• Orthography: Apply spelling rules and patterns to new vocabulary terms.   

Your 3-day unit plan should include the following:

• Title of Unit and Brief Summary: Create a title for your unit and write a brief summary of each lesson based on the selected standards.
• Classroom and Student Factors/Grouping: Considering the “ELM-316 Class Profile,” describe the important classroom and student factors and the effect of those factors on planning, teaching, and assessing students.
• Content Standards: Select K-8 content standards from the state you plan to teach for social studies and math or science, along with a vocabulary-focused ELA standard for your chosen grade level.    NOTE: Your 3-day unit can integrate all content areas each day, or each day focus on the vocabulary skill within one of the content areas.
• Specific Learning Targets/Objectives: Aligned to the selected social studies, math/science, and vocabulary-focused ELA content standards.
• Academic Language: Key terms for each lesson.
• Unit Resources, Materials, Equipment, and Technology: This should include at least one non-fiction or fiction book or reading to support the lesson each day.
• Depth of Knowledge Questions: One developmentally appropriate question for each of the four levels of understanding and for each lesson. Indicate the level of each question.
• Anticipatory Set: Explain how you will introduce each lesson and activate prior knowledge to trigger students’ curiosity and engagement in the lesson.
• Multiple Means of Representation: Explain how you will present the content in developmentally appropriate and evidence-based ways to engage all students in instruction that supports young children’s learning. Provide strategies to differentiate for the students in the Class Profile, including students with exceptionalities (special education, 504s, gifted), English language learners, and early finishers.
• Multiple Means of Engagement: Explain how you will facilitate and guide developmentally appropriate and challenging learning opportunities for each child to explore, practice, and apply the content.    Provide strategies to differentiate for the students in the Class Profile, including students with exceptionalities (special education, 504s, gifted), English language learners, and early finishers.
• Multiple Means of Expression: Describe formative and summative assessment methods that will be used to monitor student progress during the lesson and modify instruction. Provide strategies to differentiate for the students in the Class Profile, including students with exceptionalities (special education, 504s, gifted), English language learners, and early finishers.
• Extension Activity and/or Homework: Create a meaningful extension activity for each lesson that can be completed in the classroom or at home that will allow students to further explore the learning.   

In a 150-300 word reflection, discuss the following:

• Describe how you would collaborate with a special education teacher, reading specialist, or administrator regarding the specific needs of a student who is not making progress. Explain how you would also communicate the same information with the family in a way to encourage continued student growth and engagement in meaningful tasks. Demonstrate awareness of both audiences in your tone and delivery.
• Reflect on your unit plan and provide two research-based examples of how you would re-teach a portion of the learning for students who did not meet the objectives after reviewing the formative and summative assessment data.   

Support your deliverable with 2-3 scholarly resources. Submit your COE 3-Day Unit Plan, reflection, and scholarly resources as a single document. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide,