Subject and grade level: Language Grade 1 Standards: Common Core Revie t!e common core standards in resources CCSS"#L$-Literacy"L"1"%a Sort ords into categories &e"g"' colors' clot!ing( to gain a sense o) t!e concepts t!e categories represent" Learning *utcomes: +se ,looms ta-onomy I ould li.e t!e students to be able to apply t!e .noledge o) ord grouping/association t!ey !ave learned by being able to c!oose !ic! ords group or associate toget!er" ,loom0s 1a-onomy 2e Version In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classifcation of levels of intellectual behavior important in learning !uring the 199"#s a new group of cognitive psychologists, lead by $orin %nderson &a former student of Bloom', updated the ta(onomy to re)ect relevance to *1st century wor+ ,he two graphics show the revised and original ,a(onomy -ote the change from nouns to verbs associated with each level Note that the top two levels are essentially exchanged from the traditional to the new version. *ld Version Remembering: can the student recall or remember the information. defne, duplicate, list, memori/e, recall, repeat, reproduce state +nderstanding: can the student e(plain ideas or concepts. classify, describe, discuss, e(plain, identify, locate, recogni/e, report, select, translate, paraphrase $pplying0 can the student use the information in a new way. choose, demonstrate, dramati/e, employ, illustrate, interpret, operate, schedule, s+etch, solve, use, write $naly3ing0 can the student distinguish between the di1erent parts. appraise, compare, contrast, critici/e, di1erentiate, discriminate, distinguish, e(amine, e(periment, 2uestion, test #valuating0 can the student justify a stand or decision. appraise, argue, defend, judge, select, support, value, evaluate Creating0 can the student create new product or point of view. assemble, construct, create, design, develop, formulate, write 4aterials: Vocabulary 5as! cards ,oo.s Cards it! ords or pictures on t!em ,aggies 6riving 7uestion: 8!at is t!e main question or problem you ant addressed9 3hat words can be grouped or associated together. :ocusing questions: 8!at are some secondary questions or problems you ant addressed9 1 4an all words be grouped together. * 5ow do the words associate or group together. 6 4an a word ft in more than one group. $ttention-getter I will be reading a couple of boo+s to show word groups and association to the students Cooperative Learning: 5ow will you divide students and assign responsibilities. 7andom. %bilities. ,alents. 8trengths. 3hat method will you use. 9opsicles, cards, etc: I will have the students draw numbers to determine the groups so it will be a random assignment of groups #-periences: 8!at e-periences' .noledge' and s.ills ill t!e students gain9 1!e students ill learn !o to group ords toget!er by eit!er association or group t!ey represent" ;rocedures: Step by Step 1" Introduce t!e lesson: 8ord grouping/ord association <" $s. t!e class i) anyone .nos !at ord grouping/association is9 =" #-plain !at ord grouping/associate is" >" Read a couple o) boo.s to !elp e-plain ord grouping/association %" Give t!e students e-amples o) ord groups li.e colors' action ords' )ruits' animals' and ord associations li.e dog bone' jump rope' gum ball ?" $s. t!e students to come up it! ord groups/associations and discuss i) t!ey or. or not" @" 6iscuss !o opposites can or. as groups/association" A" Introduce t!e game to t!e students and e-plain !o it ill or." B" 6iscuss t!e ord pairs )rom t!e game so everyone .nos and understands t!e ords and !o t!ey go toget!er" 1C" Dave t!e students c!oose a number )rom a !at to determine groups o) <" 11" Dand out ord card and !ave t!e students play" 1<" 8atc! over t!e game playing to ma.e sure everyone is grasping t!e concept" $ssessment: 8!at type o) assessments ill you use9 *ngoing/Summative9 1!is ill be an ongoing assessment as t!ey or. in t!eir groups" *nce t!e students !ave or.ed it! t!is concept a ritten assessment ould be use' giving t!e student a list o) ords to associate or group toget!er or !ic! ord does not Et in t!e group" $daptations: Do ill you adapt t!e lesson )or special needs and gi)ted and talented using revie or enric!ment9 :or special needs students I ould add pictures to !elp determine t!e ord and just !ave t!e ords grouped toget!er instead o) including association" :or gi)ted and talented students' I ould include more advanced vocabulary ords and increase t!e number o) cards t!e students are or.ing it!" Where Students May Struggle Begin by brainstorming a list of areas within your lesson where students may struggle. Consider common misconceptions as well as the individual needs of the students in your classroom. Ask yourself: Is there vocabulary to address up front? Yes we will address the new words that will be worked with at the beginning of the lesson as well as reviewing previous words. Is there prior knowledge students need to build upon? !he students will be building on the vocabulary words they already know as well as adding new words. !hey should have already have e"perience sorting ob#ects from previous lessons of math and science. !hey will continue to build this skill by understand word meanings. Are there steps in the procedure that might be new and should be reviewed? !he word association will be a new concept and will be introduced in the beginning of the lesson. $nce the game is e"plained we will then review word associate as well as grouping. Where Students Need Enrichment Begin by brainstorming a list of areas within the lesson where students can do more meaningful work or critical thinking. Consider %uality rather than %uantity. Ask yourself: &ow can students create a pro#ect to apply the knowledge? !hey can take a story they have read and look at the words in the story that can be put into groups. Is there some evaluation or assessment the students can do? !he students could be given a list of words to put into groups or associate together. !here could be more than one correct answer on the assessment. 'hat higher order thinking skills can the lesson address? !his skill will help students to have a better understanding or words and how they are used together. Differentiating Instruction Building on this list generate specific adaptations that will help the lesson reach all students in the classroom. Be sure to interact with all of your students and be prepared to provide moment by moment scaffolding assistance as needed. Ask yourself: (hould vocabulary be translated to )nglish learners* home language+s,? Yes they could be written or displayed in both languages and include a picture to help them understand. Are there physical adaptations that could be made for students with visual hearing or physical disabilities? (tudents with a visual disability could have either brail cards or the other student could help describe the cards and placement of them. (tudents with a hearing disability would be able to play the game as is. Can additional challenged be embedded for gifted learners? -ifted learner could read more into the word groups.associates and make the game much harder than it is.