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K–12 teaching and learning · from the UNC School of Education

Understanding vocabulary in their "own terms"

This lesson focuses on vocabulary development. Students will work together in small groups to identify at least three to four unknown vocabulary words in a given passage. Vocabulary meanings will be learned through contextual means, previous knowledge and dictionary use. Students will then find a relevant way to illustrate the meaning of the word so that others can understand easily.

A lesson plan for grades 3–5 English Language Arts

By Christa Schneider

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Learning outcomes

Students will:

  • work together in small groups to skim a given passage or chapter to create a list of three to four unknown vocabulary words.
  • need to try and figure out the meanings of the words by:
    • discussing with each other what they think it means from their own personal experience
    • determining in what context the word was used
    • using a dictionary

Teacher planning

Time required for lesson

45 Minutes

Materials/resources

Any book or story passage
Dictionary
Paper
Pencils
Crayons/markers/coloring pencils

Technology resources

None

Pre-activities

Model this activity for students. Choose a word from the passage and read the surrounding sentences to determine the meaning by using previous knowledge (how it is used in context and the dictionary).

It is important to talk all the steps out for the students. Have your model illustration already completed for the students to see with the definition in your own words.

Activities

  1. In small groups have the students skim the passage and make a list of three to four unknown vocabulary words.
  2. Each group will then read the surrounding sentences where the unknown vocabulary word was found.
  3. Several strategies will then be used to discover the meaning of the unknown word.
    • Previous knowledge (talk it over in their group)
    • How is it used in the passage
    • Look it up in the dictionary
  4. After coming up with a definition the group will need to define the word in their own terms.
  5. When the definition is complete the group will need to find a way to illustrate the meaning of the word that is relevant and easy for others to understand.

Assessment

The students will share their definitions and illustrations with the whole class. The floor will be open for discussion for the students to ask questions of each other.

Any type of quiz can be given with the vocabulary words (matching, multiple choice or writing the definition out).

Supplemental information

Normally, I use this activity when we are reading a chapter book in the classroom. After the students have defined 10-20 words per 3-4 chapters I bind the definitions into a dictionary for the students to go back and use when writing or to read or to just look at the illustrations. They are always very proud of their finished product.

Related websites

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Comments

None

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 3

  • Goal 1: The learner will apply enabling strategies and skills to read and write.
    • Objective 1.05: Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.

Grade 4

  • Goal 1: The learner will apply enabling strategies and skills to read and write.
    • Objective 1.03: Identify key words and discover their meanings and relationships through a variety of strategies.
    • Objective 1.05: Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.

Grade 5

  • Goal 1: The learner will apply enabling strategies and skills to read and write.
    • Objective 1.02: Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
    • Objective 1.04: Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference tools) to identify and comprehend unknown words.