instructor’s manual vocabulary and comprehension mrs. samantha j. abercrombie

INSTRUCTOR’S MANUALVOCABULARY AND COMPREHENSION

MRS. SAMANTHA J. ABERCROMBIE

TABLE OF CONTENTSSection Title Slide Number

How to Use Manual 3

Overview of Unit 4

Instructional Goal 5

Intended Audience 6

Instructional Materials 7

Physical Materials 8

Lesson 1 Overview 9

Lesson 2 Overview 12







HOW TO USE MANUAL:

This step-by-step instructor’s manual walks you through the delivery of this instructional unit.

To use it:

•View manual as a presentation or print as a 3-slide handout

•Take notes/record questions as you progress

•Visit Mrs. Abercrombie’s website to download and print specified unit materials at www.samanthaabercrombie.weebly.com

•Have fun with it!

http://www.samanthaabercrombie.weebly.com/

OVERVIEW OF UNIT:

This vocabulary and comprehension unit provides about 10 hours of specialized instruction, where you are the facilitator, on how to decode words, apply knowledge of word parts, and use context clues and word substitution strategies to increase reading comprehension skills. Students will learn how to recognize word roots, prefixes, and suffixes to decode words and determine the meaning of unknown words. This process will build their vocabulary as well as increase reading comprehension. When decoding does not help determine a word’s meaning, students will learn to apply the context clues strategy and word substitution strategy to make sense of the text.

INSTRUCTIONAL GOAL:

Fifth grade students at Cartmell Elementary School will use various word decoding strategies to develop their vocabulary and increase their reading comprehension skills. Students will apply knowledge of prefixes and suffixes to determine a word’s meaning when applicable. When word decoding does not work, students will effectively use context clues and word substitutions to determine a word’s meaning and develop understanding of the given text. Their ability to correctly apply these strategies will be demonstrated by classroom assessments where they will be reading and comprehending grade-level content text.

INTENDED AUDIENCE:

This unit was designed for a group of fifth grade students at Cartmell Elementary School. This group includes 25 boys and 21 girls. The students are all between the ages of nine and eleven. These students all come from low socio-economic statuses, and participate in programs such as free/reduced lunch and backpack buddies (a program that provides students with non-perishable food items to take home with them on the weekends). Within this student population, three are English Language Leaners. Many of these students are being raised in a home with only one parent, and struggle to find the continued support they need to be successful within the classroom.

INSTRUCTIONAL MATERIALS:• College of the Redwoods

prefix/suffix lists (Link on Mrs. Abercrombie’s website)

• Flocabulary.com fifth grade word list (Link on Mrs. Abercrombie’s website)

• Local newspaper

• PowerPoint presentation – Word Parts

• Screen Chomp Video – Text Features

• Social Studies textbook, History Alive! America’s Past

• Teacher-created assessment

• Teacher-created common prefixes/meanings handout

• Teacher-created context clues/word substitution graphic organizer

• Teacher-created root word anchor chart

• Teacher-created text features worksheet

• Teacher-created word decoding worksheet

• Teacher-created word decoding, prefix, suffix, root word worksheet

• Two grade-level Social Studies passages from Reading A-Z: Autobiography of Booker T. Washington; The Gettysburg Address (Link on Mrs. Abercrombie’s website)

Materials in orange can be downloaded from www.samanthaabercrombie.weebly.com



PHYSICAL MATERIALS:• Black marker

• Computers with Internet access

• Glue

• Highlighters

• Interactive whiteboard - SmartBoard

• Paper-plates

• Pencil

• Post-it notes

• Scissors

• Six poster boards

• Student Response System (clickers)

• Teacher computer

LESSON 1 OVERVIEW

In this lesson, students will learn how to effectively decode unknown words to make sense of what they are reading. Students will practice breaking words into smaller parts, sounding out word parts, and combining that new information with stored schema of known words to deduce the meaning of unknown vocabulary. To assess their learning, students will individually complete a worksheet of 10 sentences with unknown vocabulary.

Instructional time needed: 1 hour

Pedagogical strategies: Whole group discussion, practice time, individual assessment

Materials needed for lesson:

•Teacher computer

•Interactive whiteboard

•Flocabulary.com fifth grade word list (Link on Mrs. Abercrombie’s website)

•Teacher-created worksheet (Link on Mrs. Abercrombie’s website)

Objective:

Given worksheet of 10 unknown vocabulary words, students will decode the unknown words by breaking them into smaller parts, sounding out the parts, and combining the new information with stored schema with 80% accuracy.

Sequence of events:Step 1 Introduce lesson by asking the students the following question:

In a blind taste-test, how would you determine what food you were eating?

Students will engage in a discussion about how they would try to determine which specific flavors they taste, try to pin-point what foods they have eaten in the past that taste the same, etc. Following this discussion, the teacher will explain to the students they do something similar when trying to determine the meaning of unknown vocabulary. Students will start with breaking the word into smaller parts and sounding out those parts, then they will combine this new information with stored schema to determine the meaning of the unknown word.

Step 2 Present lesson content to whole class by having them come to the carpet at the front of the room where all students can easily see the interactive whiteboard. The teacher will write the word “realistically” on the whiteboard. The teacher will admit that at first glance, the word may appear to be long and difficult. The teacher will add that students can easily break the word into smaller parts that are more manageable for them. The teacher will draw lines on the word to show it in parts: real ist ic ally. The teacher will demonstrate how to sound out each smaller part and identify known words. The teacher will explain that the word “real” is found within the word, and discuss that she knows that words means something is true or not fake. The teacher will continue by saying that when all the parts are put back together with her known knowledge of the word “real” she is able to deduce that the new word “realistically” means in true terms.

Step 3 To induce learner participation, the teacher will write the following six words on the whiteboard:

reassuringly uncompassionate endangered industrious sluggishly guardian

The teacher will call on students to come up to the whiteboard to practice breaking a word into parts, sound out the parts, and combine that information with their prior-knowledge. As the students practice this skill, the teacher will comment and provide feedback as necessary, encouraging student participation to activate stored schema.

Step 4 To assess student learning, the students will independently complete a teacher-created worksheet of 10 sentences. Each sentence will include a highlighted unknown word that the students must break apart, sound out, and relate to schema to determine the meaning. To demonstrate proficiency with this skill, students will need to score an 80% or better.

Step 5 To transfer this concept to different contexts, the teacher will encourage students to decode unknown words while working in content areas such as social studies and science. This strategy will assist in developing comprehension skills.

LESSON 2 OVERVIEW

In this lesson, students will learn how to correctly identify the prefix in unknown vocabulary words to assist with comprehension. Students will practice identifying the prefix and learn the meaning of common prefixes. To assess their learning, students will individually complete a clicker assessment identifying the meaning of the prefix in five given words. To demonstrate mastery, students will need to score an 80% or better.



Objective:Given a list of five prefixes, students will determine the meaning of those prefixes with 80% accuracy.


What does the word “pre” mean??

Students will engage in a discussion about the meaning of “pre” is before. As the students are discussing this, the teacher will ask for some examples of how the word “pre” could be used. Following this discussion, the teacher will explain to the students that the meaning of “pre” helps explain what a prefix is. The teacher will discuss that prefixes are on the beginning of words, and that they can change the meaning of words.

Step 2 Present lesson content to whole class by having them come to the carpet at the front of the room where all students can easily see the interactive whiteboard. The teacher will put the self-created prefix list on the interactive whiteboard. The teacher will call on several different students to read the prefixes on the list as well as their meaning. Once the whole list has been read, the teacher will provide the students with some examples by writing the following three words on the whiteboard:

uneducated multistep microorganism

The teacher will demonstrate how to identify the prefix in each word, and ask the students to identify the prefix meanings based on the handout they received earlier in class.

Step 3 To induce learner participation, the teacher will hand out the materials and instructions needed to make a “Prefix Pie.” This activity will allow students to create a “pie” of prefixes and meanings to use as a reference. Students will use paper-plates, pencil, black marker, scissors, and glue to make their pie. Students will draw lines on both plates to create 10 slices of pie, and number each slice. On one plate, the students will cut on the lines, starting from the center of the plate and cutting outward leaving two inches all around the edge of the plate. Then, students will write 10 prefixes, one on each slice. On the second plate, the students will write the matching meaning for the prefixes they previously wrote. Finally, the students will glue the two plates together (the cut plate on top) making a “Prefix Pie.”

Step 4 To assess student learning, the students will independently participate in an assessment using the clickers. The teacher will write five words on the whiteboard.

misunderstood semicircle unappreciative antisocial multicolored

Students will identify the prefix and prefix meaning of each word submit their responses using their clicker. Proficiency is demonstrated by a score of 80% or better.

Step 5 To transfer this concept to different contexts, the teacher will encourage students to identify the prefix of unknown words while working in content areas such as social studies and science. This strategy will assist in developing comprehension skills.

LESSON 3 OVERVIEW

In this lesson, students will learn how to correctly identify the suffix in unknown vocabulary words to assist with comprehension. Students will practice identifying the suffix and learn the meaning of common suffixes. To assess their learning, students will individually complete a clicker assessment identifying the meaning of the suffix in five given words. To demonstrate mastery, students will need to score an 80% or better.



Objective:Given a list of five suffixes, students will determine the meaning of those suffixes with 80% accuracy.


When you are interested in learning what a book is about, where do most people look first?

Students will engage in a discussion about looking at the back cover of a book to determine what the book is about. Following this discussion, the teacher will explain to the students that suffixes are like the back cover of a word; suffixes are at the end to influence the word’s meaning.

Step 2 Present lesson content to whole class by having them come to the carpet at the front of the room where all students can easily see the interactive whiteboard. The teacher will put the self-created suffix list on the interactive whiteboard. The teacher will call on several different students to read the suffixes on the list as well as their meaning. Once the whole list has been read, the teacher will provide the students with some examples by writing the following three words on the whiteboard:

zookeeper illustration bartering

The teacher will demonstrate how to identify the suffix in each word, and ask the students to identify the suffix meanings based on the handout they received earlier in class.

Step 3 To induce learner participation, the teacher will hand out the materials and instructions needed to make a “Suffix Pie.” This activity will allow students to create a “pie” of suffixes and meanings to use as a reference. Students will use paper-plates, pencil, black marker, scissors, and glue to make their pie. Students will draw lines on both plates to create 10 slices of pie, and number each slice. On one plate, the students will cut on the lines, starting from the center of the plate and cutting outward leaving two inches all around the edge of the plate. Then, students will write 10 suffixes, one on each slice. On the second plate, the students will write the matching meaning for the suffixes they previously wrote. Finally, the students will glue the two plates together (the cut plate on top) making a “Suffix Pie.”

Step 4 To assess student learning, the students will independently complete an assessment using the clickers. The teacher will write five words on the whiteboard.

calmly happiness likeable educator smartest

Students will identify the suffix and suffix meaning of each word and submit their responses using their clicker. Proficiency is demonstrated by a score of 80% or better.

Step 5 To transfer this concept to different contexts, the teacher will encourage students to identify the suffix of unknown words while working in content areas such as social studies and science. This strategy will assist in developing comprehension skills.

LESSON 4 OVERVIEW

In this lesson, students will learn how to correctly identify the root word of unknown vocabulary words to assist with comprehension. Students will practice identifying the root word of unknown vocabulary words found within a grade level passage. To assess their learning, students will individually complete a clicker assessment identifying the root word in five given words. To demonstrate mastery, students will need to score an 80% or better.


Pedagogical strategies: Whole group discussion, partner work, individual assessment


•Teacher computer

•Interactive whiteboard


•Teacher-created anchor chart (Link on Mrs. Abercrombie’s website)

•Clickers

Objective:

Students will identify the root word in 5 given words on a clicker assessment with 80% accuracy.


What holds plants in place and allows them to grow?

Students will engage in a discussion about how a plant’s roots hold it in the ground and allow the plant to grow larger. Following this discussion, the teacher will explain to the students that words often have roots too, and when prefixes and suffixes are added to the root word, new words are made.

Step 2 Present lesson content to whole class by having them come to the carpet at the front of the room where all students can easily see the interactive whiteboard. The teacher will show the self-created anchor chart of the “Word Flower” on the interactive whiteboard. Students will share their thoughts about the anchor chart and how words are compared to plants. The teacher will write the word “abolishing” on the whiteboard. The teacher will explain her thinking process while working: I know that “-ing” is a common suffix meaning happening now, so I am left with the word abolish. I do not recognize a prefix on that word, so I am left with what is known as the word’s root. “Abolish” means to end, so I can deduce that “abolishing” means ending something. While talking through the thinking process, the teacher write the known suffix on one of the flower’s leaves, and write the root word on the roots of the anchor chart.

Step 3 To induce learner participation, the teacher will write the following five words on the whiteboard:

education combination unsatisfied audiometer multisyllabic

The teacher will call on students to come up to the whiteboard to practice identifying the root word by taking off the known prefixes and suffixes. As the students practice this skill, the teacher will comment and provide feedback as necessary, encouraging student participation to support learning. All students will take notes by copying from the whiteboard as their classmates practice developing this strategy.

For additional practice, the teacher will organize the students into pairs. The students will read the current chapter from the social studies text. While they read, they will take notes of words where they used the root word strategy to determine the word’s meaning. While students are working in pairs, the teacher will walk around and provide assistance and guidance as necessary.

Step 4 To assess student learning, the students will independently complete an assessment using clickers. The teacher will write four words on the whiteboard.

acceptable easiness unavailable prehistoric

Students will identify the root word of each and submit their response using their clicker. Proficiency is demonstrated by a score of 80% or better.

Step 5 To transfer this concept to different contexts, the teacher will provide ample practice time in content areas such as social studies and science. This strategy will assist in developing comprehension skills.

LESSON 5 OVERVIEW

In this lesson, students will apply what they have learned about word decoding, prefixes, suffixes, and root words to determine the meaning of unknown vocabulary words. Students will practice with a partner in content, then students will demonstrate mastery on an 8-question assessment; a score of 80% or better demonstrates proficiency.





•College of the Redwoods prefix/suffix lists (Link on Mrs. Abercrombie’s website)

•Social Studies textbook

•Teacher-created PowerPoint presentation – Word Parts (Download from Mrs. Abercrombie’s website)

•Teacher-created worksheet (Download from Mrs. Abercrombie’s website)

Objective:

Given a worksheet of eight sentences each containing a highlighted unknown word, students will use root word, prefix, and suffix understanding to determine the meaning of the highlighted words with 80% accuracy.


One of the third grade teachers came to me because she is worried her students are struggling with vocabulary. Who could teach those third graders all about word decoding, prefixes, suffixes, and root words?

Students will show their confidence with the concepts by raising their hands and volunteering to assist in a third grade classroom. The teacher will tell the students that they will have practice time further developing these skills by reading in their textbook with a partner.

Step 2 Present lesson content to the students by showing the teacher-created PowerPoint presentation on word parts. This presentation will act as a review of what students have previously learned about prefixes, suffixes, and root words. Next, the teacher will put students in partner groups of one high performing student and one low performing student. The teacher will hand out the Social Studies textbooks to the student pairs. The teacher will read the first paragraph of the assigned chapter out loud, pausing to explain her thinking of decoding words and identifying prefixes, suffixes, and roots if unknown words to increase comprehension of the paragraph.

Step 3 To induce learner participation, the teacher will assign the remainder of the chapter to the students. In their partner groups, the students will practice decoding, classifying prefixes, suffixes, and roots of unknown words. As the students practice this skill with their partners, the teacher will comment and provide feedback as necessary, encouraging student participation to increase performance.

Step 4 To assess student learning, the students will independently complete a teacher-created worksheet of 8 sentences. Each sentence will include a highlighted unknown word that the students must decode, identify prefixes, suffixes, and root words to determine each word’s meaning. To demonstrate proficiency with this skill, students will need to score an 80% or better.

Step 5 To transfer this concept to different contexts, the teacher will encourage students to decode unknown words and identify prefixes, suffixes, and roots while working in content areas such as social studies and science. This strategy will assist in developing comprehension skills. This lesson allowed students to apply their knowledge in content.

LESSON 6 OVERVIEW

In this lesson, students will learn to identify various text features and how they contribute to the meaning of a text. Students will practice identifying the text features found in a local newspaper in groups of threes. Following this small group practice time, students will demonstrate mastery on a teacher-created worksheet by identifying and labeling the six text features included with an 80% or better.


Pedagogical strategies: Whole group discussion, small collaborative groups, individual assessment



•Local newspaper

• Use a clipping from any local newspaper

•Highlighters

•Teacher-created Screen Chomp video – Text Features (Download from Mrs. Abercrombie’s website)

•Teacher-created worksheet (Download from Mrs. Abercrombie’s website)

Objective:

Students will identify and label the six text features found within a teacher-created worksheet with 80% accuracy.

Sequence of events:Step 1 Introduce lesson by holding up a local newspaper and asking the students the following question:

What are the first things you notice when you look at this newspaper?

Students will engage in a conversation about the things that catch their attention while looking at the newspaper including the headings, graphics, etc. The teacher will introduce these things as text features, and explain to the students that these literary elements help contribute to the meaning of the text.

Step 2 Present lesson content to the students by asking them to come to the carpet at the front of the room where they can all easily see the interactive whiteboard. The teacher will show the self-created Screen Chomp video about text features. Following the video, the teacher will direct the students’ attention to the newspaper taped to the whiteboard. The teacher will carefully identify the different text features included in the paper and discuss how they support the text. While the teacher is explaining these text features, she will call on students to point out additional examples of each to help develop understanding.

Step 3 To induce learner participation, the teacher will organize the students into mixed-level groups of threes. Within these groups, students will look through the newspaper and highlight and label the text features they find. While the students are working in their groups, the teacher will visit with each group to ask questions and provide guidance as needed.

Step 4 To assess student learning, the students will independently complete a teacher-created worksheet that will require them to identify and label the six text features included on the worksheet. To demonstrate proficiency with this skill, students will need to score an 80% or better.

Step 5 To transfer this concept to different contexts, the teacher will encourage students to locate and identify the text features found on different pieces of text in content areas such as social studies and science. This strategy will assist in developing comprehension skills.

LESSON 7 OVERVIEW

In this lesson, students will learn to use context clues and the word substitution strategy to determine the meaning of unknown words in a text. Students will practice applying these strategies in the Social Studies content. To assess learning, students will determine the meaning of five highlighted unknown words in a given grade-level passage with 80% accuracy.





•Social Studies textbook

•Teacher-created graphic organizer (Download from Mrs. Abercrombie’s website)

•Grade-level Social Studies passage from Reading A-Z (Link on Mrs. Abercrombie’s website)

Objective:

Given a fifth grade leveled passage, students will demonstrate their understanding of the word substitution strategy to substitute 5 highlighted words within the passage with 80% accuracy.


When you change the channel and catch the final 20 minutes of your favorite television show, how can you determine what happened at the beginning of the show?

Students will engage in a conversation about how they use the details and events from the remainder of the show to infer what happened previously. The teacher will explain that students can use this same technique when trying to determine the meaning of unknown words in a text. The teacher will introduce the students to the context clues and word substitution strategies.

Step 2 Present lesson content to the students by asking them to come to the carpet at the front of the room where they can all easily see the interactive whiteboard. The teacher will write the following sentences on the board:

We are planning a surprise birthday party for our friend Sara. So, when she came into the room, we all acted nonchalantly.

The teacher will talk through the process of using information in the sentence before the unknown word to help figure out what it means. The teacher will also note that she can make a short list of words that may be able to replace the unknown word “nonchalantly,” including: excited, calm, guilty. The teacher will explain that the clues before the unknown word say that there is a secret, so rather than giving it away by being excited or guilty, the word “nonchalant” most likely means calm.

Step 3 To induce learner participation, the teacher will organize the students into mixed-level partner groups. Within these groups, students will read the assigned chapter in the Social Studies textbook. While they read, they will record unknown words and their thinking process on a teacher-created graphic organizer. After all students have had time to complete the chapter, the teacher will bring them all back to the carpet at the front of the room to share their work. Students will engage in discussion about the unknown words they encountered and how they determined their meanings.

Step 4 To assess student learning, the students will independently read a selected grade-level passage that contains five highlighted words. The students will apply the context clues and word substitution strategy to determine the meaning of the five unknown words with 80% accuracy.

Step 5 To transfer this concept to different contexts, the teacher will encourage students to apply context clues and word substitution strategies while reading passages in content areas such as social studies and science. This strategy will assist in developing comprehension skills.

LESSON 8 OVERVIEW

In this lesson, students will demonstrate mastery on everything they have learned about building vocabulary to increase reading comprehension by scoring an 80% or better on a teacher-created assessment.

Instructional time needed: 1 hour, 30 minutes




•Grade-level Social Studies passage from Reading A-Z (Link on Mrs. Abercrombie’s website)

•Teacher-created assessment (Download from Mrs. Abercrombie’s website)

Objective:

Given a selected text, students will demonstrate their understanding of word decoding, context clues, and word substitution strategies to comprehend the given text through correctly answering the eight provided questions with 80% accuracy.

Sequence of events:Step 1 Introduce lesson by saying to the students:

I need a break. Will one of you please teach vocabulary and reading comprehension today?

Students will show interest by raising their hands and offering to teach. The teacher will explain to them that they have learned everything they need to know to expand their vocabulary knowledge and increase their reading comprehension skills.

Step 2 Present lesson content to the students by asking them to come to the carpet at the front of the room where they can all easily see the six posters hanging on the board, the only words written on them are: word decoding, prefixes, suffixes, roots, text features, and context clues/word substitution. The teacher will explain that the students are going to work in small groups to create a poster that will teach other students how to use the strategies they have learned to develop their reading comprehension skills.

Step 3 To induce learner participation, the teacher will organize the students into six mixed-level groups. Within these groups, students will be assigned one of the six concepts to create a poster presentation about. When all groups have finished their posters, they will have the opportunity to present their posters to the class and teach their comprehension concept. The teacher will ask clarifying questions and offer support where needed.

Step 4 To assess student learning, the students will independently complete a teacher-created assessment that will require them to read a grade-level Social Studies passage, and answer eight comprehension questions with 80% accuracy.

Step 5 To transfer this concept to different contexts, the teacher will encourage students to apply the knowledge they have gained to assist in comprehending different pieces of text in content areas such as social studies and science.

REFERENCESCollege of the Redwoods. (2006). Word Decoding - Root Words, Prefixes, Suffixes,

and Phonics. Available: www.redwoods.edu/Eureka/ASC/Handouts/Word

%20Decoding/Word%20Decoding.pdf. Last accessed 19 April 2013.

Flocabulary. (2013). Fifth Grade Vocabulary Word List. Available:

www.flocabulary.com/5th-grade-vocabulary-word-list/. Last accessed 19 April

2013.

Reading A-Z. (2013). Leveled Reading: Level X. Available: http://www.readinga-

z.com/book/guided-reading.php?level=x&context=guided-reading. Last

accessed 19 April 2013.

Teachers Curriculum Institute (2003). History Alive! America's Past. California:

Teachers Curriculum Institute.

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