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First Grade Vocabulary Mini Lessons

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Cynthia Lorefice

on 27 January 2015

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Transcript of First Grade Vocabulary Mini Lessons

Learning team B
Kati Cochran, Abbey Cohen, Danielle Joros, Cynthia Lorefice, and April Stewart(Burch)

First Grade Vocabulary Mini Lessons
What is a Mini Lesson?

A short lesson that is focused on a specific skill necessary to carry out other assignments. This is sort of a pre-teaching method and should only take about 5-15 minutes(Pearson Education, Inc. , 2015).
Mini Lesson 1- Identifying Rhyming words
1. Introduce the topic
“As you all know we have been reading a series of Dr. Seuss books Including, The Cat in the Hat, Horton Hears a Who, Wacky Wednesday, and Green Eggs and Ham. All of these books have one main similarity. Can anyone of you guess what that similarity is?” ( give 3 minutes for students to give their answers)
2. Share Examples
After the 3 minutes are up. Explain that the main similarity is that all the books are rhyming books. “A rhyme s a word, syllable, or line that have or end with a sound that corresponds to another.” Example, cat and hat, bat and mat. Give opportunity for students to share examples.
3. Provide Information
Divide the class into small groups, in each group provide 10 index cards that have various rhyming words on them (each group has the same words). “Class on your tables you will find 10 cards with various rhyming words on them. As a group it is your job to find a pair of words that rhyme.” Pick a card of one of the tables and read the word on the card. “This card says book, it is my job to look through the remainder of the cards to find the word that rhymes with book. Does everyone understand?” (Allow 5 to 7 minutes for groups to complete)
4. Guided practice
Every word that each group has is listed on a premade word wall titled “Time to Rhyme”. “As I call your group I want you to come up to the word wall and place one of your cards that rhymes to the corresponding word.” After all words are posted. Have the class recite all the words using coral reading.
5. Assess Learning
As each group places their words on the word wall take note to any students that may have placed mismatched words, seem unsure or hesitant, and the following day provide each student with a matching worksheet to be completed independently to gauge if students understand how to identify rhymes.
References

Arizona Department of Education. (2015). Arizona’s College and Career Ready Standards. Retrieved from Arizona Department of Education: http://www.azed.gov/azccrs/files/2013/11/azccrs-ela_literacy-k-12-standards-final11_03_2013.pdf

Happy 110th Birthday, Dr. Seuss! (2014, March 2). Retrieved from Jackie Times: http://jackie-times.tumblr.com/post/78357560296/happy-110th-birthday-dr-seuss

Common Core State Standards Initiative. (2015). English Language Arts Standards; Language:Grade 1. Retrieved on January 23, 2015 from http://www.corestandards.org/ELA-Literacy/L/1/#CCSS.ELA-Literacy.L.1.2

Common Core State Standards. (2015). WV Common Core State Standards for Language First Grade. Retrieved on January 23, 2015 from http://www.corecommonstandards.com/first-grade-standards/english-language-arts-standards/first-grade-language-standards

Curriculum Framework. Retrieved on January 23, 2015 from http://www.education.nh.gov/instruction/curriculum/english_lang/documents/reading_frame.pd
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Iowa Core. (2015). Iowa Common Core Standards Vocabulary Use and Acquisition for First Grade.. Retrieved on January 23, 2015 from https://iowacore.gov/iowa-core/grade/1/literacy/language-standards-k%E2%80%935/vocabulary-acquisition-and-use/l.1.6 New Hampshire Department of Education. (June 2006). K-12 Reading New Hampshire

Pearson Education, Inc. . (2015). Focused Mini Lessons. Retrieved from Teacher Vision: https://www.teachervision.com/pro-dev/skill-builder/48710.html

Perma Bound. (2015). WV State Standards for Language Arts: grade 1. Retrieved on January 23, 2015 from https://www.perma-bound.com/state-standards.do?state=WV&subject=language-arts&gradeLevel=1

Tompkins, G. E. (2006). Literacy for the 21st Century: A Balanced Approach, 4e. Upper Saddle River, New Jersey: Pearson Education, Inc.

Students will use the book “The Very Hungary Caterpillar” to learn about words and their meanings and how to decode new vocabulary words using the text clues available to them.
VOCABULARY WITH THE VERY HUNGARY CATERPILLAR
Contextual Analysis
The teacher reads aloud the book and students will define the words from text clues after.
“ He nibbled a small hole and pushed his way out, and he was a beautiful butterfly.”
Morphemic Analysis
Text clues for nibbled include small hole and way out. Text clues for butterfly include beautiful and the second part of the word –fly.
Assessment
Observing each student will be done in a group setting. Complete participation will show the concept is understood.
Why incorporate mini lessons?
Common core standard: English Language Arts Standards » Reading: Foundational Skills » Grade 1 » 4 » c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Hungry Caterpillar standards
Mini Lesson #1 common core standard
Common Core Standard: English Language Arts Standards » Reading: Foundational Skills » Kindergarten » 2 » a
Recognize and produce rhyming words.
A mini lesson gives the teacher an opportunity to focus on a more specific aspect of the material or a strategy to help the students with their learning. Mini lessons give the students an opportunity to learn different ways to do the same skills and focus on the problem or assignment at hand. They reinforce small skills needed for larger lessons.
Idaho
State Standards
State Standards
West Virgina

* RLA.O.1.1.7. Understand level appropriate sight words and vocabulary (e.g., high frequency words, antonyms, synonyms, multiple meaning words).
* RLA.O.1.1.8. Use directly taught vocabulary words in oral and written reading experiences.
* Vocabulary Acquisition and Use (common core).
* L.1.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
* Use sentence-level context as a clue to the meaning of a word or phrase.
* Use frequently occurring affixes as a clue to the meaning of a word.
* Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
* L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
* Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
* Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
* Identify real-life connections between words and their use (e.g., note places at home that are cozy).
* Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
* L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Arizona
* Vocabulary Acquisition and Use
* Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
* Use sentence-level context as a clue to the meaning of a word or phrase.
* Use frequently occurring affixes as a clue to the meaning of a word.
* Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
* With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
* Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
* Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
* Identify real-life connections between words and their use (e.g., note places at home that are cozy).
* Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (1.L.5.)
* Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (1.L.6)

Iowa
111L.1.4 Determine or clarify the meaning of unknown and multiple–meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence–level context as a clue to the meaning of a word or phrase. Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking)
*L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). Identify real–life connections between words and their use (e.g., note places at home that are cozy). Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
* L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because









* R:V:1: Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions during read-alouds or text reading).
* R:V:2: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by
* R:V:1:2.1: Identifying synonyms and antonyms to connect new words to known words
* R:V:1:2.2: Selecting appropriate words to use in context
* R:V:1:2.3: Describing words in terms of categories, (e.g., A mallard is a kind of duck.), functions (e.g., Scissors are used for cutting.), or features (e.g., A rectangle has four sides.)

New Hampshire
* Vocabulary Acquisition and Use:
* CCSS.ELA-LITERACY.L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
* CCSS.ELA-LITERACY.L.1.4.A
Use sentence-level context as a clue to the meaning of a word or phrase.
* CCSS.ELA-LITERACY.L.1.4.B
Use frequently occurring affixes as a clue to the meaning of a word.
* CCSS.ELA-LITERACY.L.1.4.C
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g.,looks, looked, looking).
* CCSS.ELA-LITERACY.L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
* CCSS.ELA-LITERACY.L.1.5.A
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
* CCSS.ELA-LITERACY.L.1.5.B
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
* CCSS.ELA-LITERACY.L.1.5.C
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
* CCSS.ELA-LITERACY.L.1.5.D
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
* CCSS.ELA-LITERACY.L.1.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
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