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Vocabulary, Grade 5

Date: November 19, 2013


Teachers Name: Ms. Dewald
Grade Level: 5th Grade
Subject: Language and Literacy- Vocabulary
Goal/Objective:Students will be able to understand, connect to prior knowledge, and be able to
develop word meaning for the following vocabulary words: pierce, intent, mash, perch, wander,
slump, and speckled.
Vocabulary: Milkweed by Jerry Spinelli: Chapter 8: pierce, intent, mash, perch, wander, slump,
speckled
Pronunciation (Tell words):peers, in-tent, mash, purch, won-der, sluhmp, speck-uh-l
Robustly taught (meaning, connecting to prior knowledge, multiple exposures and deep
processing):
Pierce- to make a whole or opening in; to force or make a way into or through something;
as in She wants to pierce an earring through her ear.
Intent- concentrated, set, or determined; having the mind or will fixed on some goal; as in
The hungry child had an intent gaze on the ice cream cone.
Mash- to beat or crush; as in His mom will mash thepotatoes in the kitchen.
Perch- to rest upon; to be in a high or elevated position; as in The birds perch in a tree.
Wander- stroll, move without a purpose, or travel about; as in The
camelswanderthrough the desert.
Slump- to fall heavily, slouch, bend in posture, or decline; as in The sleepy little girl
began to slump in her chair.
Speckled- to mark or be marked with little spots or marks; as in The Dalmatian puppy
wasspeckled with little black dots.
Before Reading Strategy/Strategies (Anticipatory Set):
As the students come into class, they will observe the above vocabulary words on the white
board, and the projector on displaying Wacky Web Tales. On the Wacky Web Tales site
(http://eduplace.com/tales/), I will click on the The Sky is Falling! story. I will ask students to
volunteer words from the vocabulary list on the white board to fill in the blanks. Once our story
has been configured, we will read the story out loud together.
During Reading Strategy/Strategies (Check for Understanding: guided Practice):
First, I will call out groups of three or four students and instruct them to grab two sheets of poster
paper and markers from the backtable and then to sit in their groups at a desk.

Second, on the first poster, students will write the words Adjective and Verb at the top. The
students will then work as a group to sort the vocabulary words that are still on the front white
board into the closed sort.
Third, students will come up with two or more categories or groups that the words could go into.
Fourth, the groups of students will take turns presenting their open sorts of the vocabulary words
to the rest of the class and explaining why they grouped the words as they did.
Fifth, students will pile their posters (with their names on them) on the back table, and then
return to their individual desks.
After Strategy/Strategies (Independent Practice/Application):
Each student will then receive a Frayer Model organizer from me as they take out their copies of
Milkweed. Students will choose one word from our vocabulary list that they are least familiar
with and use it to complete the Frayer Model. Using their book Milkweed and what they have
learned in class today, students will complete the Frayer Model organizer. Once finished, they
may read silently until the whole class has completed their organizers.
Closure/Evaluation/Assessment:
To close, all of the students and I will read the vocabulary words on the whiteboard out loud
together. I will draw Popsicle sticks with names on them out of the name cup to call on students
to give their own short definition of one of the words until each word has been reviewed.
If they have not done so already, students will read chapter eight for homework. If they have
already read, they will need to skim the chapter for homework to refresh their memory of what
happened in the chapter.
For formative assessment, I will observe the students understanding of the vocabulary words as
they help me complete the Wacky Web Tale, and as they work in groups to complete the word
sorts. I will listen to their reasoning for their open word sorts, and take notice of whether they
understand them and are able to apply the words to their real-world knowledge.
For summative assessment, I will review the Frayer Model Organizers and look for evidence of
comprehension and the ability to connect the words to prior knowledge.
Materials:
A list of group members, 2 posters for each group, markers for each group, pencils for each
student, Frayer Model organizers for each student, a projector, Internet

Accommodations For Individual Student Needs:


During the group activity of sorting words, I will be circulating the room and checking in with
each group to see if each student is understanding and contributing to the activity. I will
especially take notice of my ELL students and students that are struggling. Students will be
intermixed and not grouped together according to skill level. Dictionaries and Thesauruses will
be available at each group of tables for students to use while working on the Frayer Model
organizers. If students who are high-achieving finish early, they may try other Wacky Web Tales
on the class computers in the back of the room, or they may read silently.