Download Explicit Vocabulary Instruction in Kindergarten

Kansas Formative Assessment Lesson Title: Explicit Vocabulary Instruction in Kindergarten
CCSS ELA Standards:
Lesson Materials: Read Aloud story and three-four selected Tier 2 vocabulary words.
Lesson Duration: 1 or 2 days
SBAC Formative
Assessment
Attribute
Dimension
Description
Clarify Intended
Learning
Learning
Goals/Targets
TSW:
Success Criteria
1. Learn to pronounce vocabulary words that will be very useful to students.
2. Define the selected vocabulary words, using student-friendly definitions.
3. Understand the selected vocabulary words in context.
I can…
Tasks and Activities
1. I can pronounce the vocabulary words.
2. I can define the vocabulary words using a student-friendly definition.
3. I can identify examples and non-examples of the vocabulary words.
TSW:
(Common Core)
1) Introduce the pronunciation of each vocabulary word.
 Teacher uses the word multiple times.
 Students repeat the word multiple times.
2) Provide a student-friendly explanation of each word’s meaning.
 Teacher tells students the meaning of each selected word, providing explicit
instruction with each word.
3) Show understanding of each word when provided with examples and non-examples.
 Teacher provides examples and non-examples of each word used in context.
 Students could respond with: yes/no, thumbs up/thumbs down, repeating the
word or remaining silent after each example/non-example.
4) Check for student understanding by asking questions.
 Teacher probes with questions during pair-share to identify student
understanding.
5) Scaffold the vocabulary instruction based upon the comments heard.
 Teacher uses observation during whole group responses and pair-share.
6) Record observations during the group responses. The following procedures can be
used to gather this observational data:
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Questioning Strategies
-Key Misconceptions
-Questioning Strategies
Students respond with yes/no.
Students respond with thumbs up/thumbs down.
Students respond by repeating the vocabulary word for example and remaining
silent for non-example.
Essential guiding questions
1. What is something you need to practice to be good at doing?
2. What does it look like when you move/sit in a graceful way?
3. What does your face look like when you are furious? What makes you furious?
Key Misconceptions:
1.
Self-Assessment
Interpret
Evidence
If students are having difficulties, repeat the student-friendly definition and
provide additional examples and non-examples.
2. Word with students having difficulty in smaller groups, repeating the large group
process.
Students choose one of three faces smiling face (understand completely) face with
straight mouth (partial understanding) and confused face (limited understanding) for
each vocabulary word.
Individualized
Descriptive Feedback
Oral group responses to the examples and non-examples of each vocabulary word are
observed by the teacher.
-Written/no
Individual student responses to formulating examples should be observed by the
teacher.
-Oral/yes
Feedback can be given to clarify, confirm and expand the child’s thought process during
the pair-share activity.
Peer-Assessment
Students are able to observe peer responses as the class responds orally to examples and
non-examples.
Students could also respond orally with “thumbs up/thumbs down” to examples and
non-examples.
Pairs of students discuss examples of the selected vocabulary words. Thumbs up can be
given if the group member agrees. Thumbs sideways if they disagree.
Act on Evidence
Use of Evidence to
Inform Instruction
The number of selected vocabulary words used by individual children can be modified
based on their level of understanding.
-Instructional
Modifications
Some students will need more examples and non-examples in order to show complete
understanding of the selected vocabulary words.
-Scaffolding or
Independent Learning
Students showing mastery of the selected vocabulary words could work in student pairs
to develop additional example/non-examples.
Collaboration
Students work in pair-share groups.
Adapted by Jackie Lakin, KSDE from Using the Formative Assessment Rubrics, Reflections and Observation Tools to Support Professional Reflection on PracticeAdditional
Resource:
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Explict Vocabulary Instruction in Kindergarten
LINK: http://www.youtube.com/watch?v=OW4eduynQ1E
Time 6:16