New vocabulary terms in a content area can be intimidating! How can you ensure that students feel supported when they are learning the definitions and applications of new vocabulary terms in our classes? One way is to offer vocabulary support with different forms of literature. If a student sees a word utilized in a poem, a video and an essay, they are going to have a better chance of making meaning of that word. Some teachers take this a step further by having students come up with their own definitions of new terms - that is innovative. As content area teachers we want to ensure we are engaging and supporting students through well-developed vocabulary learning activities that support proficiency. We want to avoid students copying words, memorizing words, and learning new words in isolation. Please created and build vocabulary learning activities for ELA/ELD.

This assignment is divided into four parts.

Part 1: Inclusive and Diverse Complex Texts

• Find two examples of inclusive and diverse complex texts that are appropriate for ELA content area middle school students.
• Then suggest 3 strategies you can use to support student's ability to critically think, analyze, and navigate a complex piece of text.

Part 2: Incorporating Vocabulary Strategies

For this part of the assignment, you will build a vocabulary learning activity based on one of the complex text passages selected in Part I.

• Identify 3-5 vocabulary terms from your content area passage.
• Describe 2 vocabulary activities in your content area.
• Each activity needs to address a content standard(s) and a literacy standard. the standard being addressed.

CCSS.ELA-LITERACY.RF.3.3 
Know and apply grade-level phonics and word analysis skills in decoding words. 

CCSS.ELA-LITERACY.RF.3.3.A 
Identify and know the meaning of the most common prefixes and derivational suffixes. 

CCSS.ELA-LITERACY.RF.3.3.B 
Decode words with common Latin suffixes. 

CCSS.ELA-LITERACY.RF.3.3.C  
Decode multisyllable words. 

Objectives: The students will be able to decode multisyllable words 

Content standard(s):

List English Learning Development Standard(s) 

  A.  Productive 

 12.Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.  

1. Connecting and Condensing Ideas 

  6. Connecting ideas 

• The group of focus students (students with a learning disability, students who are learning English, student who are reading above grade level to plan these vocabulary activities are as follow:

AG: 

Bilingualism: 

• Utilizing Bilingual Reading Materials: Providing books or texts in both English and Spanish that align with AG's interests can encourage her to engage with content in her preferred language while supporting her English language development. 

ER: 

Limited English Proficiency: 

• Phonics and Vocabulary Development: Implementing targeted exercises focusing on phonics, word recognition, and vocabulary building in English through activities like word games, flashcards, or word association exercises. 

LC: 

Learning Differences: 

• Alternative Communication Methods: To accommodate LC's learning differences and enhance his participation in language-related tasks, alternative means of expressing knowledge, such as verbal presentations, mind maps, or visual aids, will be provided. 

 

• Describe how you will accommodate the focus students within your activities. Utilize this information to complete Stage 2 for the learning map.
•  

Part 3: Learning stage 2 of the learning map.

Description of Students' Assets and Learning Needs, Content of the Lesson, Assessment, Structured Student Learning Activities, Instruction to Support Learning. 

• The reading level of my focus students AG, ER, and LC ranges from 1st grade to 5th grade. I will adjust the lesson plan for Decoding Multisyllabic words and focus on 3rd-grade level reading for each student. CCSS.ELA-LITERACY.RF.3.3.C Decode multisyllabic words. 

 

Your learning map should provide opportunities for students to develop oral and written communication skills, access high level literature, and practice proficiency of new vocabulary. 

 Part 4: Reflection

• Reflect on this activity by answering these questions, which will help guide your learning:
  • Of the complex text shared, what additional knowledge is needed by students to access (comprehend) the text?
  • What critical thinking strategies did you utilize to support language learners, students with disabilities, and/or other diverse assets and needs? How did they support these types of learners?  
  • Of the vocabulary you shared, what foundational knowledge is needed by the students to be most successful? 
  • How did the vocabulary activities that you shared support language learners? Support students with learning disabilities? Support students with diverse assets and needs?  

include 4 citations.