ALEX Classroom Resource

  

Blast Off! Vocabulary Instruction Using a Virtual Moon Trip

  Classroom Resource Information  

Title:

Blast Off! Vocabulary Instruction Using a Virtual Moon Trip

URL:

http://readwritethink.org/classroom-resources/lesson-plans/blast-vocabulary-instruction-using-946.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

This unit is designed to help first and second-grade students learn new vocabulary by taking them on virtual adventures that replicate field trips. Students begin by accessing prior knowledge through an initial writing activity. Ensuing discussions, read-alouds, and the creation of a picture dictionary "take students to the moon," while further building their vocabulary. Students use an online Alphabet Organizer to complete a final writing activity, which they compare to the writing they did during the first session. Although this lesson focuses on the moon, its activities can be used with any content area topic.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

English Language Arts
ELA2015 (2015)
Grade: K
31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

English Language Arts
ELA2015 (2015)
Grade: K
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.40- With prompting and support, explore word relationships and nuances in word meanings.
ELA.AAS.K.40a- With prompting and support, sort common objects into familiar categories (e.g., color, shape, size).
ELA.AAS.K.40b- Identify frequently occurring, familiar verbs and adjectives with their picture card opposites (e.g., light/dark, sleep/awake, walk/run).
ELA.AAS.K.40c- Identify real-life connections between words and their use (e.g., stove/cooking, sink/washing, bathtub/bathing).



English Language Arts
ELA2015 (2015)
Grade: 1
15 ) Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [RI.1.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA. AAS.1.15- Answer questions about pictures or illustrations and words in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 1
23 ) Read with sufficient accuracy and fluency to support comprehension. [RF.1.4]

a. Read on-level text with purpose and understanding. [RF.1.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.1.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.23- Read and comprehend a text of 50 words with or without pictures.
ELA.AAS.1.23a- Read on-level text with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 1
31 ) Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

English Language Arts
ELA2015 (2015)
Grade: 1
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.39- Identify the meaning of unknown words based on grade 1 reading and content.
ELA.AAS.1.39c- Identify frequently occurring root words and their inflectional forms.
ELA.AAS.1.39.d - Apply alphabetical order to the first letter of words to access information.


English Language Arts
ELA2015 (2015)
Grade: 1
40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.40- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELA.AAS.1.40a- Use picture word cards to sort words into categories (e.g., colors, clothing).
ELA.AAS.1.40b- Sort familiar words into like groups (e.g., duck, swan, and bluebird are all birds; triangle, square, and circle are all shapes).
ELA.AAS.1.40c - Identify real life connections between words and their use (e.g., note places at home that are cozy).


English Language Arts
ELA2015 (2015)
Grade: 2
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.21- Read and comprehend a text of 75 words with or without pictures.
ELA.AAS.2.21a- Read on-level text with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 2
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

English Language Arts
ELA2015 (2015)
Grade: 2
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.38-With prompting and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.
ELA.AAS.2.38a- With prompting and support, use context clues to determine the meaning of a word or phrase in a sentence.
ELA.AAS.2.38e- With prompting and support, use a dictionary, glossary, and/or digital resources to find the meanings of words.


English Language Arts
ELA2015 (2015)
Grade: 2
39 ) Demonstrate understanding of word relationships and nuances in word meanings. [L.2.5]

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [L.2.5a]

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). [L.2.5b]

Tags: adventures, Alphabet organizer, collaboration, dictionary, discussions, moon, read alouds, space, virtual field trips, vocabulary, writing
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Author: Cassie Raulston