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Standard 8 Artifact 2

1) The teacher introduces new vocabulary words each Monday through a read-aloud or mini lesson to provide context and understanding of the terms. 2) Students are split into small groups and each group is assigned a vocabulary word. They must use context clues to determine the definition and provide an example sentence and picture. 3) Each group then teaches the word to the class by presenting at the front of the room. This allows students to gain a deep understanding of concepts and build skills like public speaking and collaboration.

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59 views

Standard 8 Artifact 2

1) The teacher introduces new vocabulary words each Monday through a read-aloud or mini lesson to provide context and understanding of the terms. 2) Students are split into small groups and each group is assigned a vocabulary word. They must use context clues to determine the definition and provide an example sentence and picture. 3) Each group then teaches the word to the class by presenting at the front of the room. This allows students to gain a deep understanding of concepts and build skills like public speaking and collaboration.

Uploaded by

api-281983343
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Porsche Chun

Artifact 2 Unit Plan Vocabulary DEA


Standard #8 Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
To show my understanding of instructional strategies I decided to use my unit
plan as evidence, specifically the way in which I implement vocabulary into the lesson.
In my student teaching classroom we introduce vocabulary every Monday. On Mondays
all new material is introduced for the week. This could include mini lessons on specific
skills that they need to master or a read-aloud.
When presenting the vocabulary to the students it is done in such a way that the
students become the teacher. There are always eight vocabulary words for the week. The
class is broken up into groups of two or three, dependent on how many students are
present that day. Each group is given an index card with a vocabulary word on it and a
half sheet of construction paper. The group has to look up their vocabulary word using
their small reading book. In their reading book it presents them with their vocabulary
words for the week, but does not give them a definition. Instead they are giving a
sentence and a picture. The students must use context clues in order to find out what the
definition is. The definition is then written on their construction paper. Next, the group
has to give an example, along with a picture of their word. Lastly, the group needs to
create a question to ask the class and then write it on the back of their construction paper.
They must also be able to answer their own question. The students are then asked to
come up to the elmo and present their word to the class as if they were teaching it. While
the groups are presenting I wait on the side and allow them to take the reigns. During
their presentation the class should be taking notes of the word and the definition on their

word of the week paper. Later in the week students use the word of the week paper as
homework or in their centers.
Therefore, I believe that I have met standard #8, instructional strategies with the
vocabulary portion of my unit plan. I have implemented a different type of instructional
strategy in my student teaching classroom, which allows each student to gain a deep
understanding of the concepts. I believe that this method allows students to make
connections and to build upon skills. Some of these skills include, public speaking,
working with their peers, and being a self-directed learner. I will continue to use this
method in my student teaching classroom and I hope to implement this in my future
classroom as well.

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