Vocabulary Lesson Plan

Question: Describe about the Following Vocabulary : Word Walk Word Wall Technology Teaching Answer: Word Walk Grade Level- Kindergarten English Language Art Standard- Vocabulary Content Development: 1.4 Distinguish and interpret words with multiple meanings Objective- The shared reading enables the children to enhance their vocabulary stocks. The repetition of the readings along with explanation of individual words enables the children to remember the words more distinctly. Instruction regarding specific word its multiple uses helps the children to understand the word and its other meaning clearly. (Zheng, 2012) Materials- A board and several board pins are required. Paper cut outs to write down different words that are used in the text. Instructional procedure- One of the first steps to initiate a word walk activity is to select appropriate text and recognize suitable words. The teacher next must introduce a particular word or set of words for children to learn. There are three steps of word walk- before reading, during reading and after reading. (Schmitt, 2000) Before reading- the teacher must introduce words written on paper cut outs along with pictures of the objects. In this regard the teacher can introduce picture cards of bugs, worm, plants, mantis and spider. Here the teacher must emphasize on a single word say in this poem, we can select the word rich. This word is chosen because it has more than one meaning. The teacher says the word and asks the children to repeat it. Then the teacher asks the children to listen to the text and recognize the word rich. During reading- the teacher while reading aloud the text should pause when the word is encountered and alerts the children to recognize the word. Then the teacher must write down the word on the paper cut out and stick it on the board by a board pin. Then she should explain the meaning of the word. In this case, rich means having lots of money or assets. After reading- the teacher reintroduces other words like bug, worm, spider and mantis along with the picture card. Teacher then asks the student to repeat the words and explains all their meanings. The teacher then must make use of the word outside the context of the poem and the explain the other meaning of the same word like rich means existing in plenty and define a sentence with this meaning. (Beauchat, Blamey and Walpole, 2010) Evaluation- The teacher must engage the student in some word games, crossword puzzle etc. to evaluate the learning of the student. The student can be asked to write the down the words learnt on the paper cut outs. Word Wall Grade Level- First Grader English Language Art Standard- Vocabulary Content Development: 1.4 Distinguish and interpret words with multiple meanings. Objective- To reconsider vocabulary already learnt in prior lessons To develop a cooperative learning system that enables full participation Materials- Paper cut outs with words written on it. Instructional procedure- The teacher must write down the words already used in the previous reading on the paper cutouts. The teacher must guide some students to form a circle and sit. The rest of the students must stand behind each student sitting down. The teacher then flashes paper cutouts of words written on it. The student who says the word first will be able to move to the next student. The student who comes back to his original position is the winner. The teacher must make sure that each and every child gets chance to participate in this activity. (Teachingfirst.net, 2015) Evaluation- For evaluating that the children still remembers the word the teacher can ask them to state a sentence using that word. In this way the children can remember the words in a better way. (Kindle, 2009) Technology Teaching Grade Level- Kindergarten English Language Art Standard- Vocabulary Content Development: 1.4 Distinguish and interpret words with multiple meanings. Objective- The visual representation of words enables children to remember the words. The children will engage in fun word games and take interest in learning those games. Materials- Internet connectivity and access to computer devices. Instructional Procedures- The teacher must connect each computer device with internet and assign two children per computer. Websites like www.vocabulary.co.il must be connected on each childs computer. This website provides a wide range of word games like unscramble, Hangmouse etc. The game Unscramble help the children to identify a correct word from an unscramble word and win points. The game Hangmouse help the students to guess a word from the meaning of the word provided as hint. The game will provide certain letters which can be used to form the word. For every failure to form the word the game will get over and on correct formation of the word, scores will be assigned to the children. The children with maximum score will win the game. (Vocabulary.co.il, 2015) Evaluation- This type of electronic vocabulary building help the children to learn words and enable them to remember the words and their meanings. The teacher must repeated check out the progress of the games of each child. And on completion of the game, the children must be asked to write down the new words learnt. (Yip and Kwan, 2006) References Beauchat, K., Blamey, K. and Walpole, S. (2010).The building blocks of preschool success. New York: Guilford Press. Jossey-Bass., (2011).Common Core Curriculum Maps in English Language Arts, Grades K-5. Jossey-Bass. Kindle, K. (2009). Vocabulary Development During Read-Alouds: Primary Practices.The Reading Teacher, 63(3), pp.202-211. Schmitt, N. (2000).Vocabulary in language teaching. Cambridge: Cambridge University Press. Teachingfirst.net, (2015).Word Wall Activities. [online] Available at: https://www.teachingfirst.net/wordwallact.htm [Accessed 6 Mar. 2015]. Vocabulary.co.il, (2015).Vocabulary Games, English Vocabulary Word Games. [online] Available at: https://www.vocabulary.co.il/ [Accessed 6 Mar. 2015]. Yip, F. and Kwan, A. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary.Educational Media International, 43(3), pp.233-249. Zheng, Y. (2012).Dynamic Vocabulary Development in a Foreign Language. Bern: Lang, Peter, AG, Internationaler Verlag der Wissenschaften.