Creating A Udl Instructional Plan

Before a lesson “teachers should identify and clarify unknown words… They should be pronounced, defined, and made visible so students have the knowledge base to derive meaning from what they are attempting to decode and comprehend” (Fite, 2002). Fite (2002) states the importance for students to define new terms in their own words in connection with examples they thought of which connects the two in order to construct meaning from print.

I provided small steps to find the meaning of the unfamiliar words to help the students apply guessing strategies in contexts.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

1. This document teaches students how to read the word by introducing lots of vocabulary and

After the students, have worked in their groups to come up with words. Students words are place up in front of the room.

Students will be read parts of the first few pages, teacher will then pause at words and say just the beginning sound and have students guess what the words mean. (Ex: Over in the Ju____.) Students will then be expected to guess words that may fit the book and begin with the letter Ju (Jungle). This practice will

Students will be able to write a summary of what they learned in the lesson and write the new vocabulary word in their vocabulary journal: place value

Fossils Tell of Long Ago uses accessible language and illustrations to aid all students in vocabulary and new concept growth. Explicit instructions, reading the book allowed to the class, and allowing conversation among individual students as they work through learning new words will aid ELL students in expanding their word knowledge. Furthermore, having ELL students translate new word to into their native language will help them activate their previous knowledge. Encouraging all students to be actively engage in learning words will ensure that ELL students and all students will gain knowledge and make connections to new words.

If time, ask students to come up with their own sentences using some of these vocabulary words.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Show the list of words to the student and have the student attempt to read the words.

The groups will then read the selection.  Afterward, vocabulary words will be reviewed, and the students will read the text aloud.

Including new vocabulary terms in the context of the lesson’s text give students an opportunity to figure out the meaning of words using context clues. Fisher and Frey recommend context clues to

their meaning. The students will repeat the vocabulary words every time the teacher says the

This book is about Peters Roget life story and how he created the thesaurus, but a lot of the events in his life can relate to the children while reading. In the beginning, they quickly mention his father’s passing when he was just a child, having to move consistently, and being shy. These are all common things that children can connect to that happen every day. This could draw the students in by not just teaching them new words, but to allow them to realize people have similar situations in