What Is The Vocabulary Bingo Strategy

Read and think aloud: Ask if someone would like to read the first page aloud. Discuss the 3 parts to notice in a story – the setting, the characters, and the plot. Read pp. 2-5 and think about Matt’s problem and how he might solve it. Discuss and encourage students to begin by saying, “I noticed____. This helped me understand____.” Read pp. 6-14 and think aloud about what happens

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

If time, ask students to come up with their own sentences using some of these vocabulary words.

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

writing with pictures to help the pupils with understanding the words. Also, they should be

Students will read and identify the beginning, middle, and end of a mini story provided for them.

I used posters and brought in items to extend background knowledge. During the reading of the story, I asked questions that focused on the students’ comprehension.

In a previous lesson, the teacher demonstrated a “Think-Aloud” strategy with Gary Soto’s short story “Seventh Grade,” to teach students the elements of a plot. The teacher read the beginning of the story and then stopped to ask the students to identify information about the characters, the setting, and the background information that establishes the exposition of the plot. She repeated this process with the rising action, the climax, the falling action, and the resolution. The students recorded notes and observations in a graphic organizer.

The teacher should aid discussion to focus students’ attention on key areas as well as prompting students by pointing out ideas from their “K” section and asking what more they would like to know about this. Each student must then write down 2 or 3 questions for “what I Want to know” (Appendix C) based on their own personal interests of the topic (Ogle, 1989). Asking their own questions encourages students to go beyond the lesson content to work out their own explanation rather than simple rote learning questions and answers from text books (McConachie et al., 2006). Both the class brainstorming activity and small group discussions encourage accountable talk, which aids students’ understanding as they must learn how to verbalise and rationalise their ideas (Michaels et al., 2010). This element of the activity also incorporates prediction. Students must decide “what I Want to know” based on what they predict the text is about from the pre-reading activity (Gibbons,

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

I would place Bloom’s Question Starters at the “Assessment” portion of this lesson plan. One assessment guideline listed on the website says: “Students’ responses to the book that was read aloud in class.” Using these questions, the students and I would have an open classroom discussion about what occurred throughout the text. We would read the story together collectively and the students would be sitting on the carpet. After we’ve completed our activity, we would return to the carpet from our desks.

Since I was unable to help the children with their understanding of the new concept, I spent extra time going over it with them again. The students began to connect previous knowledge to the new concept using descriptive words, sensory words and emotions. As they worked in groups, they were able to think up different points of view for different characters. They played with creativity while giving human characteristic to objects. Students showed a good understanding of the material. One group in my first class gave me a great idea. As they stood up to share the point of view of a specific object, they did not tell us what object they had until the end of their writing. This made the class guess what the object was. I noticed all the students attention became more focused on what they were saying as their brains were churning. Since this was such a fun experience, I decided to continue it with my next couple classes. I was pleased with the outcome of the second lesson and how much the class not only learned from this lesson, but also how much fun they had doing

their meaning. The students will repeat the vocabulary words every time the teacher says the

The Tic-Tac-Tell will be implemented by Sarah Cronin at Oak Park Elementary. This strategy will