1. Jennifer Twist Find My Meaning

2. District/Elementary School
Orchard Park Central School District:
Ellicott Road Elementary School
Cooperating Teacher: Mrs. Schwarzenholzer
Classroom Aide: Mrs. Norman
Blended Teacher: Mrs. Smith

3. Grade Level Fourth Grade: Self Contained – 12:1:1
Blended Classroom (General Ed.) - 18 students
~ Participants in the 12:1:1 blend with the general ed. classroom during the following instructional periods: science, social studies, and math.

4. General Ability of Students
The students within the 12:1:1 have various disabilities ranging from LD, ADD, OCD, APD, and CP.
Virtually of the students function below grade level in at least one of the following academic areas: ELA, math, social studies, or science.

5. Lesson Time Frame
The time allotted for this instructional block (ELA) totals about 90 minutes.

6. Objectives
The students will be able to reference their textbook glossary in defining the six vocabulary terms (adopt, atlas, carriage, couple, misery, and platform).
The students will be able to complete the vocabulary word and definition worksheet.
The students will be able to cooperatively work in pairs, engaging in a game of vocabulary matching.

7. Essential Questions What do the following vocabulary words mean?
~atlas
~adopt
~carriage
~couple
~platform
~misery

8. Enduring Understanding
How will these vocabulary memory cards help me?
~ We will be reading the story Train to Somewhere. Reviewing these terms will help you to understand what the author is trying to tell us.
~ You will use the vocabulary memory cards to review for a Train to Somewhere quiz.

9. Student Tasks
The students will participate in a class-sized discussion of the six vocabulary words.
Guided: Utilizing their glossary, the students will complete 2 of their definitions.
Partnership: The students will complete the remaining definitions, writing their responses on the memory worksheet.
The students will cut/paste each item onto squares of construction paper.
The students will play vocabulary memory.

10. New York State Standards Writing
Students will read, write, listen, and speak for information and understanding.
Performance Indicator (a):
Take notes to record data, facts, and ideas both by following teacher direction and by writing independently.
Pg 19

11. Formal Assessment
The students will be assessed based on their ability to:
reference a textbook glossary, accurately copying each the definition onto the vocabulary memory worksheet
cut/paste each vocabulary word/corresponding definition onto squares of constructions paper
work with a partner, playing vocabulary memory game

12. Self- Assessment: Memory Cards
This checklist allows students an opportunity to self-assess their work.
Teacher’s Initials:_______
Teacher’s Comment: _____________________
_______________________________________
terms
checkmark
definition
atlas
cut paste
√ √
√ √

13. Teacher Exemplar atlas A book of maps. carriage
A vehicle with four wheels that is pushed or pulled.
platform
A raised level surface.
misery
To suffer or feel unhappy.

14. Vocabulary Memory Rubric4 3 2 1
Note Taking
I used my glossary to complete all of the definition cards
I cut and pasted all of my vocabulary words and definitions onto my memory cards
Teacher’s Initials: ___
Teacher’s Comment:_______________________

15. Student 3 Distinguished: Memory Cards
atlas
A book of meps.
carriage
A vehicle with four wheels that is pushed or pulled.
misery
To suffer or feel unhappy.
platform
A raised level surface.

16. Student 3 Distinguished: Checklist
terms
checkmark
definitions
cut paste
atlas √
√ √
carriage
misery
platform
Teacher’s Initials: JT
Teacher’s Comment: Student 3, you did a fantastic job on your vocabulary words and definitions. Please correct the spelling of meps to maps.

17. Student 2 Distinguished: Rubric4 3 2 1
Note Taking
I used the glossary to complete all of the definitions.
I have 0 or 1 spelling errors.
I cut and pasted all of the vocabulary words and definitions.
Teacher’s Comment: Great job completing all of your memory cards! I like how you used the glossary to find each word Teacher’s Initials: JT

18. Student 2 Proficient: Memory Cards
atlas
A book of maps.
carriage
A vehcle four wheels that is pushed.
misery
To fael unhappe.
platform
A raised level surface.

19. Student 2 Proficient: Checklist
terms
checkmark
definitions
cut paste
atlas √
carriage
misery
platform
Teacher’s Comment: Great Start! I like the way you used the glossary and cut/pasted almost all of your vocabulary words and definitions. Please finish pasting the definitions and vocabulary words.

20. Student 2 Proficient: Rubric3 2 1
Note Taking
I used my glossary to complete all of my definitions
I have 2 or 3 spelling errors
I cut and pasted at of my vocabulary words and definitions
Teacher’s Comments: Great start! Please finish cutting and pasting your vocabulary words and definitions, use your glossary for help with spelling.
Teacher Initials: JT

21. Student 1 Developing: Memory Cards
atlas
A boke my mom readz.
carriage
misery
platform
A rized level surfcee.

22. Student 1 Developing: Checklist
terms
checkmark
definitions
cut paste
atlas √
√ √
carriage
misery
platform
Teacher Comments: Good start! Please finishing cutting and pasting your definitions. Also, please use your glossary to correct the definitions for atlas and misery.
Teacher Initials: JT

23. Student 1 Developing: Rubric3 2 1
Note Taking
~ I used my glossary to complete at least 2 of my definitions
~ I have 3 or 4 spelling errors
~ I cut and pasted at least 2 of my vocabulary words and definitions
Teacher’s Comments: Great start! Please finish cutting and pasting your vocabulary words and definitions, use your glossary for help with spelling.
Teacher Initials: JT

24. Modification Table Type: Tasks
Rational
Benefits
Pre-typing three of the definitions
Allows students to focus on quality over quantity.
Provides students with an opportunity to do their best work without feeling pressured to complete several tasks.

25. Reflections
I would like to take this opportunity to thank my peer review group for all of their advice and suggestions regarding my learning experience. In particular, the peer review process has allowed me to become increasingly aware of alignments within my congruency tables.