Teaching Vocabulary

Develop a lesson for teaching 2 complex (Tier 2) vocabulary words. You might look through children’s/youth literature to choose these words. This is your way of providing examples of how to do this during direct instruction. “Because of their lack of redundancy in oral language, Tier 2 words present challenges to students who primarily meet them in print.”
Choose a grade and then choose words from Tier 2 Vocabulary Lists
https://www.hpcsd.org/site/default.aspx?PageType=14&DomainID=27&PageID=16944&ModuleInstanceID=23854&ViewID=1e008a8a-8e8a-4ca0-9472-a8f4a723a4a7&IsMoreExpandedView=True

NOTE: Even though the word may be listed as a Tier 2 does not mean it is not familiar to most students. You still need to choose words that they probably have not heard everyday or regularly on TV, etc.
Template
Use this Template Teaching Vocabulary (Word doc)
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to complete this assignment
Assignment
Identify the grade level. If you are interested in working with older students, you could approach this from the perspective of teaching an English Language Learner.
Begin with a story/explanation/definition of the term. Write out how you would model using the word in your life or in conversation.
Find a picture or a graphic representation of the word.
Write out how you could use the word in different contexts – using repeated exposure – using the word in conversations.
Develop a game to play using these words. I suggest you Google ideas for vocabulary games.
NOTE: A game is not the same as an activity. The students need to do something where they choose from examples and non-examples of the meaning of the word. You need to assess their understanding and use of the word. They should have to distinguish between examples and non-examples.
Here is An Example for Teaching Vocabulary (Word doc).
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This is just for one word. You will develop this for two different words. Each “lesson” is worth 2.5 points for a total of 5 points.
Hints/Suggestions for Vocabulary
Your best choice of a word is one that has multiple meanings or multiple ways to be represented visually and has more of a concrete meaning.
Make sure that you are choosing a word that students in the age group you have chosen do not hear in everyday conversation.
Do not define your word with terms that are more complex than the vocabulary word.
Choose a game that can be played independently by students.
Having students act out or draw meanings is often too difficult for young children; even for adults.

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