Lesson: Vocabulary Assessment
Connection (3-5 mins): Readers, you have learned so much during the past few days. I have taught you and you have practiced many strategies to determine the meaning of an unknown word. Today, you will have a chance to show what you learned. I know you will do a great job on the assessment today.
Teach (10-12 mins): Students should be seated on the carpet with a partner. They will be expected to turn and talk to this partner throughout the lesson. Today we will review everything we learned quickly before you begin the assessment.
One strategy we learned is to break words down into parts including prefixes and suffixes. Remember prefixes are letters we add to the beginning of words to change the meaning. Turn and tell your partner one prefix you remember that we learned. Students turn and talk as teacher listens in to conversations. Teacher facilitates discussion to ensure students review all necessary prefixes. Great job readers! You remember all the prefixes we learned.
Now let’s focus on suffixes. Turn and tell your partner a suffix that you remember. . Students turn and talk as teacher listens in to conversations. Teacher facilitates discussion to ensure students review all necessary suffixes. Great job readers! You remember all the suffixes that we learned as a class.
Another strategy that we learned was to use context clues or hints the author gives us to figure out the meaning of a word. Let’s look at one example before we go back to our seats. Teacher writes the following sentence on the overhead.
Sara sprinted across the field to kick the ball as all the other players ran slowly behind her.
In this sentence I don’ t know the word sprint but the author gives us a lot of clues. I know that Sara is far ahead of everyone else who is running slowly. So Sara must be running very fast. I think sprint must mean to run fast. Did you see how I used context clues to figure out the meaning? You will also be asked to use this strategy during the test today.
Remember we can also look in the dictionary or thesaurus as well. These supplies will be at each group so that you can use them for the last five questions of the test. You will not be allowed to use the dictionary or thesaurus until you have finished the other parts of the test. I will be walking around the room to make sure you only use the dictionary when you are allowed.
I can’t wait to see how much all of you learned this unit. Off you go readers!
Active Engagement (15-20 mins): Students return to their seats to work independently. Students should work on the vocabulary assessment on their own. Teacher may circulate or read aloud to a group of students who need extra support.
Exit Slip/Share (3-5 mins): Teacher collects vocabulary assessment. Students may have time to share out how they felt about the assessment. One way I like students to share is to have them put up zero to five fingers based on how easy or hard the assessment was to them. Teacher may also choose to go over the assessment after all the papers are collected.
Reflection: I created this assessment as a way to determine what skills students did not master. Once I have the results from the assessment, I know what skills I need to re-teach or what particular students struggled with certain skills. This type of feedback is very helpful if you follow assessment and remediation