EDPS 5350/6351 TEXT TALK LESSON PLAN

Preparation for instruction:

1.

Identify potential Tier 2 words in the text: Read through the text and
identify words that qualify as Tier 2 words. Make a list as you read.
coaxing Fierce
Swarmed torment
Fiesta
Cautioned
Urging
Wilt
Daze

2.
Select Tier 2 words for direct vocabulary instruction:
From all of the identified words in the text, select 3 4 high utility words that children
will encounter in other texts, other content areas, and in situations outside of school
in conversations and other interactions. Torment, Coaxing (coax), Daze, Wilt
Name: Crystal Castaneda
Date: 11/12/2014
Grade Level:
3rd
1. INTRODUCTION
Purpose of the lesson:
The purpose of this lesson is to show students the importance of identifying words they dont know
and how vocabulary improves our comprehension of a story. Students will write unknown words in
their reading journals under Words I dont know section. Once students can define the words,
students will complete vocabulary definition graphic organizer.
SWBAT identify and define vocabulary words by completing a vocabulary definition graphic organizer
individually.
Learning Goal written on the board:
I can define and use vocabulary words by completing a vocabulary definition graphic organizer.
Utah State Standards covered:
Reading: Literature Standard 4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.
Social Studies: Standard 2
Students will understand cultural factors that shape a community.
2. EXPLICIT READING STRATEGY INSTRUCTION
FOCUS: Vocabulary

Interesting/appropriate TEXTS for lesson purpose:

Text the teacher reads aloud to students: Harvesting Hope

We will preview the following words:
Torment
Coaxing (coax)
Daze
Wilt

Text the students read with teacher support or

independently:
Grandfathers Journey

INSTRUCTION:
1: Provide a read aloud of the text with a focus on comprehension.

Introduce the book:

What: Today we will read Harvesting Hope. While we are reading this story will be using one of the strategies
that we learned about a few weeks ago, which is activating background knowledge. We will use background
knowledge to help us identify and determine how well he know or dont know words used in this book. In your
reading response journal you already have a page labeled Words I Dont Know where you can write words you dont
know that you come across. Today I will show you how we can define some vocabulary words that we dont know
and I will show you how to fill out a vocabulary definition graphic organizer.
Why: The reason we are going to learn how to identify words we dont know and how to define those words is
because knowing the meaning of words will help us understand what we are reading. When we understand what we
are reading we achieve our purpose of reading the book. When we understand stories there is also more enjoyment
we get out of reading.
How: By the end of this lesson, you will be able to become familiar with new vocabulary words by reading the
words and identifying how well you know them. I will help you define the words we dont know and then I will give
you a graphic organizer to fill out with one of the words we defined. We will then read Harvesting Hope. You will
notice the words we defined in the story and you will understand the story more because you know these words we
worked with today.
Engage students in an interactive read aloud that focuses on comprehension.
I am going to read Harvesting Hope, I want you to think about the hardships Cesar goes through as
he grows up. As you listen, think about what the problem is and how Cesar solves the problem.
(Student will be up on the rug. I will have the book projected on the webcam so that students can
follow along as I read.)

Read aloud page 1. Ask students How old was Cesar was and where did he and his family live?
Read aloud the next page: Show students pictures and show how text is connected to the pictures.
Read aloud the next page: Point out the word coaxing. Point out how the words around word and
pictures help us understand the meaning of the word. Make a prediction of wha twe think the word
means.
Read the following page: Point out the word daze. Daze is a word I have heard but I dont know what
it means. This would be a good word to add to my journal.
Read the next page: Talk about pictures and what you see.
Read the following page: Point out the word wilt. Do you know what the word wilt means? I dont hea
that word much and I havent ever used it so this is a word I could write in my journal.
Real the following: Point out the word Torment. Im not too sure if I know what the word torment
means in this page. Let me read other words around it or look at the pictures to see if I can figure it
out. If I cant I will add it to my vocabulary words.
Continue reading text making connections to illustrations and story.
Now that we have read through the text let me go through my list of vocabulary words I wrote down.
Lets go through the text and try to see if by activating background knowledge, looking at the
illustrations and the sentence around the vocabulary words if I can define my vocabulary words.
2: Provide explicit vocabulary instruction of the Tier 2 Words.
Target word: Torment
1.
2.

3.

Use the target word as it was contextualized in the story.

Nearly every crop caused torment.
Explain the meaning of the word in student-friendly terms.
Torment is something that is causing us pain, suffering, or distress. In the story they said that every crop
caused Cesar torment and they go on to talk about how yanking out beets hurt the skin between his index
finger and thumb (show students that area of hand). They also said that the Grapevine sprayed with bugkilling chemicals made his eyes hurt and lungs wheeze. Harvesting all of these different crops would cause
Cesar pain, suffering and distress.
Ask the children to repeat the word so they can create a phonological representation of the word. Say the

word with me: Torment."

4.

5.

Provide additional examples of the word in contexts other than the one used in the story.
I dont like to go to the dentist so when I knew that I had a appointment coming up I felt tormented. For
me going to a haunted house is a torture so I could say that going to a haunted house is something that
would torment me. If I like to eat candy is that a torment for me? I would want students to say NO. I will
provide more examples and students tell me whether it is an appropriate definition of torment or not.
Provide opportunities for the children to interact with the word or to provide their own examples of using the
word. Tell me about something that would torment you. I want you to think of something that would
torment you and then share with a partner. We will share some examples with the whole group.
If children provide an example of the very same way the word was used in the book, ask them again to use
the word in a different way than the author did.

6.

Finally, have the children repeat the word to reinforce its phonological representation. Whats the word
weve been talking about? Torment

Target word: Coaxing (coax)

1. Use the target word as it was contextualized in the story.
It took three days of coaxing for him to return to school and take his place with the other first graders.
2.

Explain the meaning of the word in student-friendly terms.

Coaxing comes from the word coax. What coax means is to try to sweet talk someone into doing
something. So it is like trying to persuade someone or charm them. In the story you can see how in the
illustration Cesars mother is talking to him. She is trying to persuade him or convince him to go back to
school. So it took three days of her talking to him and trying to convince him to go back to first grade.

3.

Ask the children to repeat the word so they can create a phonological representation of the word. Say the
word with me: Coaxing"

4.

Provide additional examples of the word in contexts other than the one used in the story.

Another example of coaxing would be like getting me to watch football on Sunday. I dont like football so m
husband told me if I watch football with him he will take me out to a fancy dinner afterward. So he coaxed
me into watching football by telling me he was going to take me out to dinner.
7.

Provide opportunities for the children to interact with the word or to provide their own examples of using the
word. Tell me about something that someone would have to coax you into or how you could coax someone
I want you to think of something and then share with a partner. We will share some examples with the whole
group.

5.
If children provide an example of the very same way the word was used in the book, ask them again to use
the word in a different way than the author did.
6.

Finally, have the children repeat the word to reinforce its phonological representation. Whats the word
weve been talking about? Coaxing

Target word: Daze

1. Use the target word as it was contextualized in the story.
In a daze, Cesar watched his father strap their possessions onto the roof of their old car.
2.

Explain the meaning of the word in student-friendly terms.

Daze means shocked, stunned, like confused. So in the story Cesars dad packed everything so quickly tha
Cesar really didnt have time to think about it. It happened so quick that he was shocked he didnt have tim
to even process it or think about it.

3.

Ask the children to repeat the word so they can create a phonological representation of the word. Say the
word with me: Daze"

4.

Provide additional examples of the word in contexts other than the one used in the story.

An example of daze would be: I was in such daze when I saw it snowing in July. Is that something that would
shock and surprise you guys if you guys saw it snowing in July? Another example would be I was dazed whe
I opened my door and saw that my husband was having a surprise party for me.
8.

Provide opportunities for the children to interact with the word or to provide their own examples of using the
word. Tell me about a time you would be dazed. I want you to think of something and then share with a
partner. We will share some examples with the whole group.

5.
If children provide an example of the very same way the word was used in the book, ask them again to use
the word in a different way than the author did.
6.

Finally, have the children repeat the word to reinforce its phonological representation. Whats the word
weve been talking about? Daze

Target word: Wilt

1. Use the target word as it was contextualized in the story.
Then, in 1973, the summer Cesar was ten, the trees around the ranch began to wilt.
2. Explain the meaning of the word in student-friendly terms.
The word wilt means to droop or to become saggy. Other similar words are to fade or wither away. In this
case the book was talking about how the tree began to wilt. So that means the trees began to dry up and
shrivel so maybe the leaves fell off and the trees started to get old and not produce any fruit or grow
anymore.
3.

Ask the children to repeat the word so they can create a phonological representation of the word. Say the
word with me: Wilt"

4.

Provide additional examples of the word in contexts other than the one used in the story.
Other examples of the word wilt would be: After washing my sweater so many times it had become wilt. Or
I could say I left a piece of paper out in the sun and it has become wilt.

9.

Provide opportunities for the children to interact with the word or to provide their own examples of using the
word. Tell me about something that you have owned that has become wilt. Or something that you have
seen become wilt. I want you to think of something and then share with a partner. We will share some
examples with the whole group.

5.
If children provide an example of the very same way the word was used in the book, ask them again to use
the word in a different way than the author did.
6.

Finally, have the children repeat the word to reinforce its phonological representation. Whats the word
weve been talking about? Wilt.

COMBINE the target words by asking the children make a choice between two of the words:

If you were to get on the scariest roller coaster would you be tormented or wilt? Why
If you didnt want to go to the school dance would someone need to coax you to go or daze you to go?
Why?
If you were expecting to get a A on a assignment but for an F would you be dazed or coaxed? Why
If your grass starts to become yellow and dry does that mean it is being tormented or it is wilting? Wh
MAINTAIN all four words by asking the children to give examples or explanations:
If you felt tormented? Why might that be
If you didnt want to wash the dishes how might your mom coax you to do so?
What is a situation that would cause you to be dazed?
Tell me of a time when you say something wilting away?

MAINTAIN
When you
When you
When you
When you

all four words by helping children add to their networks of related words:
feel distressed, or in pain you feel?
feel shocked, or surprised you feel?
see that your favorite pants have become baggy, and faded they have become____?
need someone to convince you to do something they need to _____ you.

Now lets reread the story and see if it makes more sense now that we know the vocabulary words
and their meaning. Next take out the graphic organizer I have handed to you. Now that we have gone
over the definition of these four words I want you to pick one of them. You will first watch me fill out
this graphic organizer then we will fill out one together. After today you may start to fill these out with
your vocabulary words and keep them in your reading journal. In this fist box we will write the
vocabulary word. Then we will write a definition in our own words. We will draw a picture in this box,
etc.

3. READING ENGAGEMENT: What engagement principle(s) are you choosing for this lesson?
________choice, _____X___collaboration, ________building concepts, _____X___relevance/real world interaction
________challenge
Briefly describe HOW you will engage your students in this lesson.
I will have students follow along and look at pictures by placing the book on the web cam. I will also stop while we
are reading to ask questions and get students involved in answering questions. I will do this by having them all
share with a peer. Then we will continue reading. After our reading we will go into the lesson where I will also have
them participate and share their thoughts with a partner as stated above.

3.
DIFFERENTIATION. How will you simplify or provide challenge for students who need it?
I will simplify my lesson for those students who need it by having them work with a partner during their
independent work time where they fill in a graphic organizer. When working with a partner they can share their
ideas of what goes in each section of the graphic organizer with a partner first. If they are correct the partner
can help them fill it in or guide them in the process. For those students who need a challenge they may go right
into reading through Grandfathers Journey and selecting any vocabulary words they dont know. As I modeled
they will look at pictures and sentences around the words for help with defining the word. They may also use a
thesaurus to help them complete their graphic organizer. If they need any assistance they are welcome to ask
me.

5. WRITING/ASSESSMENT TOOL: How will you know that your students understand the target words? What will
students be doing to demonstrate their learning? (assessment tool).
I will know my students understand the targeted words when we complete the section where I COMBINE the target
words by asking the children make a choice between two of the words, MAINTAIN all four words by asking the
children to give examples or explanations, and MAINTAIN all four words by helping children add to their networks of
related words. I will also monitor student participation when they share with a partner an example of each of the
words. Finally when they turn in their graphic organizer that they complete independently that will be another form
of assessment.
6. REFLECTION: Based on this lesson, what is your very next step of instruction?
My next step of instruction is to provide additional guidance for my students when they complete this lesson on their own using
Grandfathers Journey. I want to be walking around to ensure my students are doing a good job. After reviewing
all points of assessment I noticed two of my ELL students still were not sure of how to fill out the graphic organizer.
will pull them to complete a small group. We will use a different book possibly one of their library books. We will use
vocabulary words from their own books to complete a mini lesson.
Overall my lesson went well. What I felt went well was modeling the think aloud of how I was not sure if I knew what
the word went and how I could use the words around the selected vocabulary word and pictures to help me with my
definition. What didnt go so well was that this was a longer book for this lesson. I felt that I was losing my students
in some points because of the length of the book. Next time I will want to choose a shorter book in which I can still
get my point across but isnt so lengthy.