SASLessonPlan#2

GradeLevels
2ndGrade
RelatedAcademicStandards
CC.1.2.2.FDeterminethemeaningofwordsandphrasesastheyareusedingradelevel
textincludingmultiplemeaningwords.
CC.1.2.2.JAcquireandusegradeappropriateconversational,generalacademic,and
domainspecificwordsandphrases.
CC.1.2.2.KDetermineorclarifythemeaningofunknownandmultiplemeaningword
andphrasesbasedongradelevelreadingandcontent,choosingfromarangeofstrategies
andtools.
BigIdeas
Anexpandedvocabularyenhancesonesabilitytoexpressideasandinformation
Anexpandedvocabularyenhancesonesabilitytoexpressideasandinformation
Effectivereadersuseappropriatestrategiestoconstructmeaning
Objectives
Studentswillacquirevocabularyaboutcommunities.Studentswill:
usewordparts(roots,prefixes,andsuffixes)todeterminethemeaningofan
unfamiliarword.
usecontextcluestoconfirmthemeaningofanunfamiliarword.
useagraphicorganizertoachieveadeeperunderstandingofspecificvocabulary
words.
EssentialQuestions
Whylearnnewwords?
WhatstrategiesandresourcesdoIusetofigureoutunknownvocabulary?
Howdostrategicreaderscreatemeaningfrominformationalandliterarytext?
Vocabulary
RootWord:Thebasicunitofaword.
Prefix:Awordpartaddedinfrontofarootwordtomakeanewword.
Suffix:Awordpartaddedattheendofarootwordtomakeanewword.
ContextClues:Informationfromthetextthathelpsareaderidentifyawordand
understanditsmeaning.
Synonyms:Wordsthatmeanthesameornearlythesame.
Nonexamples:Wordsthathavedifferentmeanings.
Duration
3060minutes/12classperiods

PrerequisiteSkills
PrerequisiteSkillshasn'tbeenenteredintothelessonplan.
Materials
Note:Thislessoncanbeadaptedtofitanycontentarea.
picturesofyourcommunityshowingplacesthatarefamiliartostudents
studentcopiesoftheFrayerModelGraphicOrganizer(L211_FrayerModel
GraphicOrganizer.doc)
oneofthefollowingbooksorasimilartextofyourchoicetocomplementyour
socialstudiescontent
OntheTown:ACommunityAdventurebyJudithCaseley.Greenwillow
Books,2002.
LivinginSuburbanCommunitiesbyKristinSterling.LernerClassroom,
2007.
LivinginUrbanCommunitiesbyKristinSterling.LernerClassroom,
2007.
Teachersmaysubstituteotherbookstoprovidearangeofreadingandlevelof
textcomplexity.
chartpaper
RelatedUnitandLessonPlans
VocabularyAcquisitionthroughContentTexts
ExtendingtheMeaningofVocabulary
ExtendingVocabularytoDescribeCommunityWorkers
Concepts
Vocabulary
VocabularyAcquisitionandUse
Competencies
Acquireandusegradeappropriateconversational,generalacademic,and
domainspecificwordsandphrases.

Determineorclarifythemeaningofunknownandmultiplemeaning
wordsandphrasesbasedongradelevelreadingandcontent,choosing
fromarangeofstrategiesandtools.
Determinethemeaningofwordsandphrasesastheyareusedingrade
leveltextincludingmultiplemeaningwords.

FormativeAssessment
Thegoalofthislessonistohelpstudentsusestrategiestoacquirecontentspecific
vocabulary.
Observestudentsparticipationinlargegroupandsmallgroupactivities.
Reinforceunderstandingbyaskingstudentstoprovideexamplesand

nonexamplesoffamiliarvocabularywords.
Usethefollowingchecklisttoassessstudentsprogresstowardthegoalofthis
lesson:
1
Studentidentifiesfamiliarwordpartstodeterminethe
meaningofanunknownword.
2
Studentusescontexttoclarifythemeaningofunknown
words.
Studentappliesnewvocabularyinoralandwrittenlanguage.
InstructionalProcedure
FocusQuestion:Howdowordpartsandcontextclueshelpusfigureoutthe
meaningsofunfamiliarwords?
Displayseveralpicturesofthestudentscommunityandaskstudentstodiscuss
thepictureswithapartner.After35minutes,havestudentssharewhatthey
recognizeinthepictures.
Ask,Wherehaveyouseentheseplaces?Verifythattheplacesareallinour
community.Say,Todaywearegoingtolearnaboutcommunities.
Part1
Priortoinstruction,chooseabookaboutcommunitiestoreadaloud.Asan
alternative,youmayreadasocialstudiestext.Thevocabularyinthislessoncan
bereplacedwithvocabularyfromthetextyouread.
Say,Sometimeswhenweread,wecomeacrosswordswedontknow.We
canuserootwords,prefixes,andsuffixestohelpusfigureoutthemeaning.
Wecanusecontextcluestocheckthemeaning.
Writethetermsrootwordandcontextclueandtheirmeaningsonthe
board/interactivewhiteboardoronchartpaperforstudentstouseasareference.
Say,Arootwordisthebasicunitofaword.Knowingthemeaningofthe
rootwordcanhelpusfigureoutthemeaningofaword.Theword
communityhasarootwordthatmeanscommonorshared.Letsreadthe
wordcommunityinasentenceandseeifthatmakessense.Thecontext,or
informationinthetext,canalsohelpusfigureoutwhatawordmeans.Read
asentencefromatextthatusesthewordcommunityandseeifdeterminingthe
rootmakessenseinthecontextofthesentence.
Ask,Whatdoyouthinkcommunitymeans?(peoplewhohavesomethingin
common;aplacewherepeopleshareservices)Say,Weusedtherootwordand
contexttohelpusunderstandthemeaningofcommunity.
Provideadefinitionofthewordcommunity.Say,Acommunityisagroupof
peoplewholiveinthesamearea,suchasacityortown,andshareservices,
suchasthepoliceforce,thepostoffice,andthegrocerystore.
Havestudentshelpyoudeterminetherootofneighborhood.Ask,Whatsmaller
worddoyouhearinneighborhood?(neighbor)Say,Therootof

neighborhoodisneighbor.Whatdoesneighbormean?(apersonwholives
nearyou)Say,Letsreadthewordneighborhoodinasentenceandlookfor
contextclues.Readthewordinasentencetohelpstudentsdeterminethe
meaningofthewordbasedontherootwordandcontext.Ask,Whatdoyou
thinkneighborhoodmeans?(aplacewherepeoplelivenearoneanother)Ask,
Howdidyoufigureoutthemeaningoftheword?(byusingtherootword
andcontextclues)
Writethetermsprefixandsuffixandtheirmeaningsontheboard/interactive
whiteboardoronchartpaperforstudentstouseasareference.
Say,Aprefixisawordpartaddedinfrontofarootwordtomakeanew
word.Writeexamplessuchasread/rereadandtie/untieontheboard,andguide
studentstoexplainhowtheprefixeschangethemeaningoftherootwords.
Say,Asuffixisawordpartaddedattheendofarootwordtomakeanew
word.Writeexamplessuchasact/actor,tall/tallest,hurt/hurtfulontheboard,
andguidestudentstoexplainhowthesuffixeschangethemeaningoftheroot
words.
Havestudentshelpyoucreateananchorchartwithcommonprefixesandsuffixes
andtheirmeanings.(e.g.,re,un,er,or,est,ful,less)
Say,IamgoingtoreadabooktoyoucalledLivinginSuburban
CommunitiesbyKristenSterling.(Youmaychoosetouseadifferenttextthat
complementsyourcurriculum.)Wearegoingtolistenforvocabularywords
aboutcommunity.Forwordswedontknow,letsuserootwords,prefixes,
suffixes,andcontexttofigureouttheirmeaning.
Readanddiscussthetextwithstudents.
Say,Wearegoingtogobackandlookateachpageofthetext.Whenyou
findawordaboutcommunity,raiseyourhand.Iwillwritethewordson
chartpaper.Wewillseeifwecanusethestrategiesoflookingforsmaller
partsofthewordandusingcontextcluestohelpusfigureoutwhattheword
means.Wordsthatlendthemselvestothesestrategiesincludebaker(y),
Laundromat,supermarket,garbagecollector,firefighter,andrecycling.Youmay
substituteotherappropriatevocabularyfromthetextyouread.
Part2
Explaintostudentsthatsometimesweuseagraphicorganizertohelpusanalyze
awordandunderstanditbetter.Say,Inthisgraphicorganizer,wewilllist
synonymsandnonexamples.Addthesetermsandtheirmeaningstothe
referenceusedinPart1.Writeanexample,suchasthewordhome,ontheboard.
Ask,Whatisasynonymforhome,orwordthatmeansalmostthesameas
home?(house,apartment,condo)Say,Anonexampleisawordthathasa
differentmeaning.Anonexampleforhomemightbestreet.Askstudentsto
provideothernonexamplesforhome.
ModelforstudentshowtofillouttheFrayerModelGraphicOrganizer(L211_
FrayerModelGraphicOrganizer.doc).Writeneighborhoodinthecentercircle.

Inthetopleftbox,writethedefinitionofneighborhood.(aplacewherepeople
livenearoneanother)
Inthetoprightbox,writecharacteristicsofaneighborhood(usingthefivesenses)
orcharacteristicsoftheword(prefix,suffix,rootword),dependingonstudents
skilllevel.
Inthebottomleftbox,writeexamplesorsynonymsoftheword.(area,
surroundings,territory,orusenamesofneighborhoodsinyourcommunity)
Inthebottomrightbox,fillinnonexamplesofaneighborhood.(state,nation,
house)
RefertothelistofwordsaboutcommunitythatwascreatedinPart1ofthis
lesson.Revieweachword.Havestudentsworkinpairsorinsmallgroupsto
completeaFrayerModelGraphicOrganizerforoneofthewordsfromthelist.
Walkaroundtheclass,observingstudentsabilitytocompletethegraphic
organizerwithrelevantinformationaboutthewords.Providesupportasneeded.
Havestudentssharetheircompletedgraphicorganizerswiththeclass.

Extension:
Workwithstudentswhoneedadditionalpracticeorinstructiontoidentifythe
characteristicsofaword.Withpromptingandsupport,helpthemcompletethesections
ofthegraphicorganizerwithacontentspecificvocabularyword.Provideexamplesand
nonexamplesandhavestudentsdecidewhichcategorytheyfit.Havestudentsusethe
wordinasentencetoshowtheyunderstanditsmeaning.
Havestudentswhoarereadytomovebeyondthestandardworktogethertocreateaclass
resourceofcontentspecificvocabularywords.Theymaycompleteagraphicorganizer
foreachwordoruseanotherstrategytoanalyzewordpartsandcreatedefinitions.
Studentsshoulduseeachvocabularywordinasentence.Collectthecompletedwords
andcompiletheminaclassroomdictionary.