Comprehensive Lesson Plan: Vocabulary and Reading Comprehension

This lesson plan outlines strategies for enhancing vocabulary to improve reading comprehension skills. It includes objectives such as analyzing word origins, identifying meanings, and using appropriate vocabulary in various contexts. The plan incorporates IEP goals to facilitate vocabulary mastery, foc...Read More

LESSON PLAN
Lesson Plan- Vocabulary
Name
Professor
Course
Date

LESSON PLAN
Materials
White board
Mark pens
Books;
Klingner, Vaughn, & Boardman's (2015) book focusing on comprehension.
Klingner et al. (2015) chapter 3
Links;
An electronic link to an article regarding to tiers of vocabulary

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Objectives of the lesson plan.
The aim of the lesson plan basically focuses not only on assisting the student understanding the meanings of the various
vocabularies in the classroom but also being in position to use the vocabularies outside the classroom (Phaiboonnugulkij, 2018).
i. By the end student analyze the origin and roots of vocabularies.
ii. By the date student to identify meaning of vocabularies without straining when speaking.
iii. By the date student to use relevant ideas and concept to detect the differences and similarities possessed in different
vocabularies.
iv. By the end student to collect different ideas from various passages and summarize them with the appropriate vocabulary
(Phaiboonnugulkij, 2018).
IEP goals for the lesson plan.
By the end the student should be familiar with the following IEP goals which when applied will facilitates the masterly of the
vocabularies (Zervas et al, 2016).
i. Comprehension of vocabularies where by the end student will develop high reading ability on reading passages.
ii. Making use of references when student given level test thus in position to demonstrate high degree of vocabulary knowledge
usage.

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iii. Reading fluently and following instructions and procedures needed for interpreting different vocabularies.
iv. Use of different strategies for predicting, summarizing and analyzing the deeper meaning of vocabularies.
v. Making use of scholarly materials to find vocabularies and there meaning.
Modeling.
Revolves about using words that not complex to students. Some short but lively activities can also be conducted to help the students
process the meaning of the words (Graves, 2016).
The pretest of the lesson plan is applied in the concept of the independent practice and the idea of generalization which advocates for
vocabulary masterly in language.
The pretest influences the plan by coming up with quesions that will focus on mastering and using vocabulary within the classroom
and outside classroom (Graves, 2016).

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Guided Practice.
Here a high level of support is given to the students as the learning of these new words and vocabularies begins. It is however
important to note that as the students show any minimal effort of mastery and understanding of the concept being taught, then this
support should gradually fade so as to give the student the time to clearly understand the concept (Zervas et al, 2016).
In the case where students don’t get the concepts on the vocabularies taught, then it is important that an immediate feedback be given
on their incorrect responses. When the students give the correct responses, it is important that their answers are backed up (Zervas et
al, 2016).
Independent Practice
The skill learnt should be practiced and there should be multiple opportunities that are provided to help accomplish this. For
instance;
The words introduced in the first day by provision of student friendly explanations and a clear description on how they have been used
in the story should be looked at. A platform should be created so as to make the student internalize the concept being looked at and the
words being looked at (Heath et al, 2013).

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Students’ progress should be carefully monitored and a chart kept thus being in a position to tell when it is necessary to move to
another step. In the case of any difficulty in the mastery of the concepts being addressed or any issue to the students as they try to
understand the meanings of the introduced words, then it is advised that the instructor moves to the previous step so that the students
can clearly understand and master the concept being addressed (Heath et al, 2013).
Generalization.
An opportunity is provided to make the students to use the new skills they have acquired concerning vocabularies with totally
different materials and in totally different settings. For instance;
The instructor can pose questions that challenge the students to find new ways to apply the taught words in a totally different way. An
example of a question that will provoke the mind of a student is getting to know what is it exactly that would make the student use the
words they have learnt and asking that exact question thus making the student use that word (Graves, 2016).

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Assessment.
Assessment for vocabulary learning is crucial for the student .Difficulties in word decoding or spelling results due to lack of
assessment of vocabularies. In most cases vocabulary tend to work almost to all spoken words therefore student need to master every
word that may be used by the speaker .In many cases the expressive vocabularies forms a basis for mastering literature since it
emphasizes on naming. Therefore both concepts should be included in understanding vocabulary. (Murakam, 2010).
Reflection.
The aspect of vocabulary knowledge is a vital issue in language (Graves, 2016). For instance a certain group can express high
degree to recall on some meaning in vocabularies. This reflection is great in most cases students are always supposed to learn some of
the vocabulary before attempting to process and use the grammatical structures needed to construct crucial vocabulary .In the lesson
plan it is crucial to encourage the aspect of vocabulary learning and this need to be done by use of all materials around.Use of multi-
sensorial input facilitates the use of vocabulary .Also the idea of repetition plays a fundamental role in mastering words in our memory
therefore we ought not to be afraid when repeating several words as long as those words are either connected to visual or to an audio
item(Graves, 2016) .

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References
Graves, M. F. (2016). The vocabulary book: Learning and instruction. Teachers College Press.
Heath, M. A., Dyches, T. T., & Prater, M. A. (2013). Classroom Bullying Prevention, Pre-K-4th Grade: Children's Books, Lesson
Plans, and Activities. ABC-CLIO.
Murakami, H. (2010). On Seeing the 100% Perfect Girl One Beautiful April Morning. The Elephant Vanishes, 67-72.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching 3rd edition-Oxford Handbooks for
Language Teachers. Oxford university press.
Zervas, P., Tsourlidaki, E., Cao, Y., Sotiriou, S., Sampson, D. G., & Faltin, N. (2016). A study on the use of a metadata schema for
characterizing school education STEM lessons plans by STEM teachers. Journal of Computing in Higher Education, 28(3), 389-405.
Phaiboonnugulkij, M. (2018). Relationships Between Metacognitive Strategies and Characteristics of Professional Tour Guide
Trainees in English for Tourism. Advances in Language and Literary Studies, 9(3), 87-97.