Vocabulary Acquisition Model Date Created: 21 April 2014 Subject(s): English Grade 10 Topic/ Unit of Study: Vocabulary Grade

e Level: 10 Materials: Computers, textbook, writing materials Summary: Pretest knowledge of words critical to content, elaborate on and discuss invented spelling and hypothesized meanings, explore patterns of meaning, read and study, evaluate and posttest. Focus and Review: Students will be tested on vocabulary words in the chapter before any sort or informative discussion is given to observe where students are in learning and understanding vocabulary words. Statement of Instructional Objective(s) and Assessments: Objectives: Students will be able to pick unfamiliar words apart and define what the word means based on prefixes, suffixes, bases, etc. [2 minutes] Assessments: A multiple-choice assessment will be given with familiar prefixes, suffixes, and words. Students will have to use their knowledge from the lesson to pick apart and define these words, prefixes, and suffixes correctly.

Teacher Input (present tasks, information, and guidance): Before reading a text, identify key content vocabulary and vocabulary that may be difficult for language learners, such as phrasal verbs and prepositional phrases. ELL's tend to acquire these language forms last because they do not exist in many languages. Also, identify potentially difficult idioms, homonyms, and slang phrases. Support students' meta-cognition around vocabulary. Ask students to identify confusing or new words during reading. Encourage students to use context clues.

Encourage students to discuss possible meanings with partners and to keep vocabulary journals of newly acquired words. Guided Practice: Use Google images to pre-teach vocabulary. "Google" the focus vocabulary words, and choose the images category. Connect the images to the vocabulary words. When vocabulary words are more conceptual than concrete, use the images to start a discussion rather than name an object. Students will be given a list of words from text we will read in upcoming lessons and they will look up images of each word and write a description of how the picture relates to the vocabulary word using a synonym. [30 minutes]

Example: Contemplating: This woman is thinking (contemplating) what she will write her next research paper on. Closure: It will be explained that learning vocabulary is very important for every subject, but learning a vocabulary word solely through the definition is not always as helpful as anticipated. It is important to use other strategies to fully understand words, such as using a picture to trigger the definition of a word to memory. [10 minutes] Independent Practice: PROJECT: Students will be given a list of all text used for the upcoming lessons. They will be in charge of choosing ten difficult words from the text (approved by the teacher and not necessarily vocabulary words) and create a game to teach their fellow students. This will be a group project and students will be given two full class periods to complete this task. The third day we will spend playing each others game and learning all the vocabulary words. Requirements: 1. Three of the twenty words need to have suffixes to be defined. (breakABLE) Help here: https://www.learnthat.org/pages/view/suffix.html 2. Three of the twenty words need to have prefixes to be defined. (PREform) Help here:

http://anwatin.mpls.k12.mn.us/prefix_list 3. The game must come with playing instructions. 4. You may you dice or a spinner from a current board game, but you must create the playing cards, or board yourselves. 5. Must be words the group has difficult defining. 6. Creativity is a must!

Example: Create a matching game with synonyms or picture to vocabulary word to match. Think of childhood favorite games: Monopoly, Sorry!,Trouble, etc. Or make up your own

Rubric:

Standards: CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). CCSS.ELA-LITERACY.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.9-10.4.B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). CCSS.ELA-LITERACY.L.9-10.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. CCSS.ELA-LITERACY.L.9-10.4.D Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Differentiation: Much of the vocabulary words in the textbook are for struggling readers. Because this lesson will be the first lesson of the unit, all students will be learning these vocabulary words, and the students who struggle with vocabulary will be especially encouraged keep the notes and flashcards they are required to make throughout the entire unit so they can refer back to them if they need to. For additional help, students may take the vocabulary words studied and go to www.quizlet.com to create online flashcards to help with vocabulary words giving them difficulty. Posttest: Choose the synonym that best fits the bolded word. (All words have been taken straight from your textbook and used in a similar context, recall what certain suffixes and prefixes mean to assist you)

1. He tried to calm them and to reassure them about their fate, to explain to them that the fact that they were staying behind in camp did not mean much, had no tragic significance. a. b. c. d. Show Help Comfort Discourage

2. What does the prefix re- mean? a. Once b. Again c. Assure d. None of the above 3. The race seemed interminable. I thought I had been running for years a. Endless b. Brief c. Limited d. Exciting

4. What does the suffix able mean? a. Fit for, capable of b. A name c. Forms adjectives d. A & C 5. Write a sentence using the word din. __________________________________________________________________ _________________________________________________________________. 6. What is a synonym? a. Two words with similar meanings b. Two words that sound the same with different spellings c. Two words that have the same spelling but multiple meanings d. Two words with opposite meanings. 7. What is an antonym? a. Words with similar meanings b. Words that sound the same with different spellings. c. Words that have the same spelling but multiple meanings d. Words with opposite meanings. 8. Which is an example of a synonym? a. Coffee: toffee b. Dear: Deer c. Funny: Serious d. Smart: Intelligent 9. Which is an example of a antonym? a. Coffee: toffee b. Dear: Deer c. Funny: Serious d. Smart: Intelligent BONUS QUESTION: * What is the difference between emaciated and skinny? Both words mean thin but what connotation does emaciated take on? What about skinny?

Possible answer: Both words mean very thin, but emaciated is better used for someone who is suffering from starvation or illness.

References (APA Style): English Language Arts Standards. (2014). Retrieved from http://www.corestandards.org/ELA McDougal, H. (2012) Literature. (Teachers Ed.). West Valley City: Houghton Mifflin Harcourt. Quizlet. (2014). Retrieved from http://www.quizlet.com Prefix Review. (2014). Retrieved from http://anwatin.mpls.k12.mn.us/prefix_list Rubistar. (2014). Retrieved from http://www.rubistar.com Suffix, Suffix, Suffix. (2005). Retrieved from https://www.learnthat.org/pages/view/suffix.html