Kelly Collova

Brooks Crossing Elementary School

Monday, March 10, 2014
9:40 10:15
5
th
grade
Reading Lesson Pictures of Hollis Woods Vocabulary
Standards: R.L.5.1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
R.L. 5.4. Determine the meaning of words and phrases as they are used in text,
including figurative language such as metaphors and similes.
Objectives: Students will be able to identify the meaning of vocabulary words by using
context clues and related words.
Materials: Pictures of Hollis Woods pgs. 50-61, chart, pencil, reading notebook, Smart
Board
Procedure:
Introduction: Today we are going to continue reading Pictures of Hollis
Woods today. We have been talking about self-monitoring as we read for the past few
weeks now. We have been self-monitoring as we read by pausing at periods and commas
and also by rereading a sentence if we did not understand it at first. Today we are going
to practice self-monitoring as we read to identify the meaning of words.
Body: In the section we are going to read, there are a few words that you may
not know the meaning of and you will have to try to figure out what the word means by
using context clues and or related words. Lets say as you were reading a text and you
came across the word debilitating in the sentence and you had no idea what it means.
What do you do? You can use context clues! Context clues are words are phrases near
the unknown word that help the reader understand what the word means. For example,
lets say the part of the paragraph you just read that had the word debilitating in it and
it said the following, Debilitating illnesses include Lou Gehrigs disease, Parkinsons
disease, and multiple sclerosis. How can you find the meaning of debilitating by using
context clues? Turn and talk to a partner for 30 seconds. When youre done, put your
hands on your head.
Have students turn and talk. When 30 seconds are up and when students have
hands on their head, call on a student to share.
Thats right! To figure out the meaning of the word, debilitating, you can
reread the sentence with the word. You can also reread the sentence before it, the
sentence with the word, and the sentence after. After you reread the word you pick out
key words or words that you know the meaning of and see if they lead you to what the
meaning of the unknown word it. So going back to our example, since this is only one
sentence, you go back and reread it. Now notice the next thing I do. As I try to figure out
what the word means, I look for words or phrases in the sentence that I know the
meaning of. Well, I know what the words disease and illness mean. I also know that Lou
Gehrigs disease, Parkinsons, and multiple sclerosis are serious sicknesses that make
someone very weak. So after I put all of my known meanings together, I can infer that
debilitating illnesses are kinds of diseases that make someone very weak.
I can also figure out the meaning of unknown words by related words. Lets
take the word benefit from our word wall as an example. In the text Im reading I come
across the word beneficial and Im not sure what it means. How can I use related words
to figure out the meaning of the word benefit? Turn and talk to a partner for 30 seconds.
When youre done, put your thumbs up.
Have students turn and talk. When 30 seconds are up and when students have
their thumbs up, call on a student to share.
Great job! We look at the unknown word and look to see if there is a prefix or
suffix in the word that we know the meaning of. We now all know that the prefix bene
means good and we all know that the word benefit means an advantage. Now that we
know what this prefix means, we can infer that beneficial must mean something good or
something that helps in doing good.
As you read pages 50-61 today I want you to self monitor by using context clues
and related words to figure out the meaning of unknown words. There are six vocabulary
words in the section you are going to read today that I think you can practice using these
strategies on. These words are on this chart that I am handing out to you. Notice, next to
the word there is a page number. That is the page that this word can be found on. Also
notice that there are 3 additional columns: what I think it means, what made me think
that, and what it really means. After you read the word in the text I want you to infer the
meaning of the word by using either context clues or related words to find the meaning of
the word. After you do that, you will write in the chart what you think the word means.
Then in the next box you will write why you think the word means that. In this box, Im
looking for you to explain what context clues or related words helped you figure out what
you think the word means. Then after you are done reading the eleven pages, you will go
back to your seat and take out a dictionary to look up the actual meaning of the word and
write it in the what it really means box to see if you were right. We are going to do this
individually in groups. I will take one group at the rug. Mr. Ferraris will take one group
at the back table. If you are not in a group, you will be reading individually at your desk
and completing the chart. I am going to call out the names of each group now and tell
you whom you are going to be with. Quietly take your book, pencil, and chart with you to
the designated area. Are there any questions?
I will group students by reading level. Levels R, S, and T will be split with Mr.
Ferraris and I. Students will read individually in these groups as Mr. Ferraris and I have
reading conferences with students. Students will read to me and show me how they are
using the strategies. Students with levels U and V will be reading individually at their
desk and completing the chart.
Chart that students will be receiving
Vocabulary Word What I think it
means
What made me
think that
What it really
means
stanchions pg. 53







burl pg. 55







bushel pg. 56







maneuvered pg. 57







disinfected pg. 60







marmalade pg. 65





Closing: Ok boys and girls eyes on me. I am very impressed with how well you
did. It is so important to self-monitor as we read so that we can fully comprehend what
we are reading. Understanding word meaning is a big part of self-monitoring and
comprehension so please continue to use these strategies like every good reader does. As
a college student, I still continue to self-monitor when I am reading, especially with word
meaning! You have 40 seconds to return quietly back to your seats if you arent already
and take out your word study notebook.
Assessment: I will know if this lesson was successful if 90% of students in reading
levels R-V were able to identify the meaning of vocabulary words from pages 50-61 by
using context clues and related words as I conference with them.
Management, Transitions, and Differentiation:
Management - clear instructions, hands on head, thumbs up, eyes on me, wait
time.
Transitions - Transition from morning meeting to reading. Transition from whole
class to small group. Transition from reading to word study.
Differentiation turn and talks and homogenous groups.
Comments on Lesson by Cooperating Teacher:






Pre-observation Evaluation of Lesson

1. What do you want the students to learn from this lesson?
I want the students to continue to practice using context clues and related words to
find the meaning of a word they do not know the meaning to.

2. What activities have you planned to facilitate this learning?
I have made a chart with vocabulary words for students to find the meaning of by
using context clues and related words. I also am planning on grouping the students
according to reading level and conferencing with the students in my group.

3. How will you determine whether the learning has taken place during this lesson?
I will determine if learning has taken place if students are able to fill out the chart
of vocabulary words under the what made me think that box.

4. Is there anything in particular I need to know about this class?
Majority of this class are levels R-U readers and Pictures of Hollis Woods is a
level V book.

5. What specific feedback would you like from the observation?
I would like to know if my modeling during my two examples were clear enough
and if I met all of the expectations during the reading conferences. I would also like to
know if my management improved and what I should work on for the next reading lesson
I teach.





Signature of Student Teacher_____________________________________ Date______
Signature of Cooperating Teacher__________________________________ Date______