Math Instruction : Tiered Vocabulary Lesson-

Within my school literacy lesson will be planed by the teachers, the teacher will go over the

Hello, everyone! Today we are going to read a book and do a really fun activity. But before we do that, I would like to quickly go over my expectations with all of you. My expectations are just like

o Teacher reads book to the class allowing time for children to reflect on the book and link it to their personal experiences. o Discuss with children the illustrations and the significance of dot painting in Aboriginal culture. Focus of the learning experience: o Put selected sentences from the text on sentence strips and read the text to the class.

1. Demonstrate comprehension of a variety of informational, literary, and persuasive texts and they demonstrate their knowledge by using strategies to make meaning of various types of literary genres.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Answers will vary here. They should include that the story is being told by the characters in the story (3rd person, omniscient point of view). The story could take place at anytime, including present day. It is important that the characters tell the story as the author wanted to show how this event affects every person involved.

or genre of the text and purpose (Hill, 2012, p. 87) this would help John in the role of text

Students will be read parts of the first few pages, teacher will then pause at words and say just the beginning sound and have students guess what the words mean. (Ex: Over in the Ju____.) Students will then be expected to guess words that may fit the book and begin with the letter Ju (Jungle). This practice will

T: Teach yourself about your topic-learn the basics-look up any words that you are not familiar with, next you may want to use tertiary sources, such as encyclopedias, dictionaries, there is also excellent resources that we can use in the Kaplan library to help us with our topic, such as Credo reference or CQ Researcher.

Another example I would use, would be a picture of 'Peter Rabbit' running, which could be an illustration of the vocabulary words 'wandered' or 'scampered'. During the reading of the story 'Peter Rabbit', I will point to the vocabulary word in the pocket chart and ask my students, 'what is this word'? and we will say it together; example: 'Trembling'. I would then ask the students a comprehension question like; 'What was Peter Rabbit doing'? A students response could be; 'Peter Rabbit was trembling with fright'.

A student engages with the details of text in order to respond critically and personally.

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

using the information we gathered from the first story, and also from a second book that I will

Study Questions: Answer the following questions (based on the reading), save it and then submit it to the professor.

The materials needed for these interventions were simple. All five interventions required a storybook, which needed to be carefully chosen, so the book was grade level appropriate and contained vocabulary words. The adult needed to be familiar with the story, in order to summarize the story and facilitate questions with the students. The vocabulary intervention required additional