ALEX Lesson Plan

     

Compound Words

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  This lesson provided by:  
Author:Chris Tice
System: Dale County
School: Midland City Elementary School
  General Lesson Information  
Lesson Plan ID: 7887

Title:

Compound Words

Overview/Annotation:

In this lesson the students will be introduced to compound words through the use of a multimedia presentation. Students will then form compound words through the use of teacher-made puzzles. Finally, the students will participate in a game in which they "catch" compound words projected from an overhead projector by using strips of white poster paper.

 Associated Standards and Objectives 
Content Standard(s):
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]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Vocabulary Acquisition and Use
Evidence of Student Attainment:
Students, with guidance and support, use writing and speaking to demonstrate understanding of word relationships and nuances in word meanings by:
  • sorting words into categories
  • gaining a sense of the concepts represented by categories
  • defining words by category
  • defining words by one or more key attributes
  • identifying real-life connections between words and their use
  • distinguishing shades of meaning among verbs differing in manner by defining or choosing them or by acting out the meanings
  • distinguishing shades of meaning among adjectives differing in intensity by defining or choosing them or by acting out the meanings
Teacher Vocabulary:
  • guidance and support
  • demonstrate understanding
  • word relationships
  • nuances in word meanings
  • sort
  • gain a sense of the concepts
  • define words by category
  • key attributes
  • identify
  • real-life connections
  • distinguish
  • shades of meaning
  • verbs differing in manner
  • adjectives differing in intensity
  • defining
  • choosing them
Knowledge:
Students know:
  • techniques for responding to guidance and support
  • the difference between a word and a category
  • several common categories
  • several different words can be used to describe the same action
  • several different adjectives can have a similar meaning
  • similar adjectives can vary in intensity to describe the same concept
  • vocabulary: opposite, word, category, sort
Skills:
Students are able to:
  • respond with guidance and support
  • sort common words into categories
  • gain a sense of the concepts represented by categories
  • define words by category and key attributes
  • identify real-life connections between words and their use
  • define, choose, or act out the meaning of verbs describing the same general action to distinguish shades of meaning among the verbs
  • define, choose, or act out the meaning of adjectives differing in intensity to distinguish shades of meaning among the adjectives
Understanding:
Students understand that writers and speakers carefully select words to convey specific meanings, ideas, and relationships.
Curriculum Guide:
Objectives:
ELA 1.40.1: Sort simple objects.
ELA 1.40.2: Demonstrate categorizing.
ELA 1.40.3: Engage in conversation in real life situations.
ELA 1.40.4: Identify, sort, and match pictures to demonstrate and distinguish the relationship between words and their meanings.

Local/National Standards:

 

Primary Learning Objective(s):

Students will match and combine two words to form a compound word. Students will identify compound words from a list of words.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Small bag of teacher-made compound word zigzag puzzles for each group of 2-3 students, a transparency prepared with compound words as well as other words, a strip of white poster paper, and compound word worksheet (attached)

Technology Resources Needed:

Computer, PowerPoint presentation (attached), digital projector

Background/Preparation:

Print a collection of compound words on sentence strips and laminate. Make puzzles by cutting each laminated compound word in a zigzag fashion between the two words that form the compound word. Prepare enough for each study group of 2 or 3 students to have a set of 5-6 compound word puzzles. Place each set into a small bag. Prepare an overhead transparency by writing compound words as well as other words on the transparency in a random fashion, spacing far apart. Cut a strip of white poster paper large enough to be used to "catch" a compound word. Make copies of compound word assesment sheet (attached) for each student.

  Procedures/Activities: 
1.)Introduce compound words as words formed from two smaller words by showing the attached PowerPoint presentation to the students.

2.)Divide the class into groups of 2 or 3 students. Give each group a small bag containing puzzle pieces for 5 - 6 compound words. Instruct the groups to put the puzzle pieces together to discover some compound words. Let the groups share their words with the entire class. (These bags of puzzles can then be placed in a center for students to use during center time.)

3.)Play a "catch the compound word" game. Show the transparency containing compound words and other words on the overhead projector. Have the students form two teams. Team members take turns trying to "catch" a compound word by holding a strip of poster paper so a compound word appears on the strip instead of the projector screen. If a team member is successful in identifying a compound word, his/her team receives a point. The team with the most points wins.


Attachments:
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  Assessment  

Assessment Strategies

The attached worksheet will be used as an assessment.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.