7
Vocabulary
Vocabulary lessonhelps teachersconstantlybuild
students’ ability toaccessmorecomplex texts
across thecontent areas. Lessons includeTier2
andTier3Vocabulary:
•
Tier2CoreVocabulary:
High frequency/
multiplemeaningwords
•
Tier3AcademicVocabulary:
Low frequency,
context-specificvocabulary
TheVocabularyDevelopment section, basedon
Marzano’sSixSteps for TeachingVocabulary,
focuseson identifyingnewvocabulary, asking
students to restatedescriptions, explain terms
in theirownwords, discussvocabularywithone
another, andplaygameswith thewords.
A+ Spanish Literacy Lesson Plan© SantillanaUSA
Nombre
Vocabulario
Une.
1.
autobús
a.
2.
gallinas
b.
3.
granja
c.
4.
ciudad
d.
Escoge lapalabra correcta.
1.
Yo
caminoa la escuela.
2.
Me despierto con laalarmadel
.
3.
Voy al
para ver unapelícula.
4.
Tengoque hacermis
.
Completa las oraciones.
1.
Vivo en
2.
Caminoa
reloj
cine también tareas
también
Answerswill vary.
Answerswill vary.
reloj
cine
tareas
7
Elcampoy laciudad
Lessons includevocabularydevelopment
activities tohelp studentsapply thenew
terms learnedandhelp teachersgauge
student understanding.
A+ Spanish Literacy Lesson Plan© SantillanaUSA
V
OCABULARY
D
EVELOPMENT
¨
Introduce vocabulary byprovidingadescription, explanation, or example of all thewords
presented in the vocabulary sectionandanyadditional vocabulary youmaywish todiscuss
prior to the readingactivities. Consider usingpictures, sketches, and/or pantomime to explain
themeaning of aword. Youmayalso tell a story to integrate some of the terms.
¨
Make sure students understandall the vocabularyneeded to complete the activities (e.g.,
acento
,
vocal
) and instructionwords, suchas
une
,
completa
,
escoge
,
contesta
.
¨
Write thewords
también
and
autobús
on the board. Ask studentswhat theynotice is the same about
thosewords. Elicit that the last syllable in eachhas anaccentmark. Explain that the accentmark
is used to emphasize the pronunciation of some vowels in somewords. Break thewords up into
syllables andhave students practice clapping them out as they readalongwith you, emphasizing
the accented vowels. Thenblend the syllables into thewords andhave students repeat.
¨
Divide the class intopairs. Assign eachpair a vocabularyword todefine in their ownwords. Then
distribute dictionaries topairs andhave them lookup theirwords. Be sure tomodel how touse the
dictionaryand clarify the different parts of speech thatmay be listed in the dictionary, so students
find the proper usage for the story. Have students compare their owndefinitions to the ones found
in the dictionaryand share the informationwith the class.
¨
Playa game of
“
drawapicture
."
Divide the class into two teams. Choose a student fromTeamA
to come up to the board. Secretly give the student aword to illustrate andhavehim or her drawa
picture on the board for the rest of the team to guess. Time their turn, and if time runs out before
the first team guesseswhat theword is, allow the other team to guess. Repeat withTeamB. The
teamwith themost pointswins.
¨
Write each vocabularyword onanotecard. Distribute the cards to students, thenpair students up
andhave themdeterminehow theirwords could relate to each other. Have them create a sentence
using theirwords, suchas
Las gallinas viven en el campo
. (Thehens live on the countryside.) Have
students read their sentences to the class andhave the rest of the students analyze the relationships
in the presented sentences.
3
Elcampoy laciudad
I
NSTRUCTIONAL
F
OCUS
:
AcademicVocabulary
LESSONPLANWALK-THROUGH
