Unit Plan

Vocabulary Acquisition through Content Texts

Objectives

This unit is a sample of how reading and content areas can be linked. In this unit, students will build vocabulary related to community. Students will:

  • articulate and/or unlock meaning through use of synonyms.
  • apply new vocabulary in oral and/or written language to enhance meaning.
  • use relevant content-specific vocabulary.

Essential Questions

How do strategic readers create meaning from informational and literary text?
What strategies and resources do I use to figure out unknown vocabulary?
What strategies and resources do learners use to figure out unknown vocabulary?
Why learn new words?
  • Why learn new words?
  • What strategies and resources do I use to figure out unknown vocabulary?
  • How do strategic readers create meaning from informational and literary text?

Related Unit and Lesson Plans

Related Materials & Resources

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Materials haven't been entered into the unit plan.

Formative Assessment

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    Multiple-Choice Items:

    Choose the best answer for each question.

    1.  Which type of word means the same or nearly the same as another word?

    1. synonym
    2. antonym
    3. root word
    4. rhyming word

    2.  What is the root word of uncomfortable?

    1. un
    2. comfort
    3. for
    4. able

    3.  Which of these strategies will help you figure out the meaning of a word you don’t know?

    1. skip it and read on
    2. use the context
    3. sound it out
    4. break it into syllables

    Multiple-Choice Key:

    1. A, 2. B, 3. B

     

    Short-Answer Item:

    Identify one strategy you could use to help you figure out and understand the meaning of an unknown word. Explain the strategy. Give one example to support your answer.

    Short-Answer Scoring Rubric:

    points

    Description

    3

    Student completes all three of the following requirements:

    • identifies one strategy for figuring out and understanding the meaning of an unknown word.
    • using context clues
    • using word parts (root, prefix, suffix)
    • using synonyms and antonyms,
    • using words to describe qualities
    • explains how to use the strategy.
    • provides an example.

    2

    Student completes two of the requirements.

    1

    Student completes one of the requirements.

    0

    Student does not attempt to answer the question.

    Performance Assessment:

    Have students choose one of the following activities or assign activities based on students’ abilities:

    • Create a poem about communities, using key vocabulary words.
    • Compose a song about workers in the community, using vocabulary that describes the workers.
    • Pick four pairs of vocabulary words from the lessons. Write a sentence for each pair of words, using the words correctly.
    • Pick a word from the list and create a “vocabulary cartoon.” Draw a picture that represents the word and write a sentence that uses the word and goes along with the cartoon.
    • Complete an Extending Vocabulary graphic organizer for a word of your choice that is related to communities or community workers.

    Performance Assessment Scoring Rubric:

    points

    Description

    3

    Student completes one of the tasks and demonstrates understanding of the vocabulary words in these ways:

    • using them correctly.
    • making connections to other words.
    • illustrating a high level of understanding by the way the words are used.

    2

    Student completes one of the tasks and accurately includes at least two of the ways of demonstrating understanding.

    1

    Student completes one of the tasks and accurately includes at least one of the ways of demonstrating understanding.

    0

    Student demonstrates a lack of understanding of the task or makes no attempt to complete one of the tasks.

Final 3/7/14
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