SD Teacher's Curriculum Bank
Key Word Search
Home Full Unit of Study Listing Advanced Search Submit a New Unit
Unit Components
School District:Watertown
Unit of Study Title:Reading Review Units 1-3A
Grade Level:Special Education
Time Frame:One week (45 minute classes)
Key Words:Reading, Vocabulary
 
Unit Designer:Lisa Vanzee
Unit Designer E-mail:Lisa.Vanzee@k12.sd.us
Date Added:6/14/2002 9:38:45 AM
Date Last Revised:6/26/2002 9:00:23 AM
 
Topic Area:Communications/Language Arts
 
Peer Reviewer:Leslie Tvedt
Peer Reviewer E-mail:Leslie.Tvedt@k12.sd.us

Brief Summary of Unit: This 8th grade reading unit deals with review vocabulary words for 8th grade students with learning disabilities. Because students with learning disabilities learn in a variety of ways, this unit will present educational materials and ideas that the students can use to help them understand and add new vocabulary words to their knowledge bank. This unit will be used as a review after students have completed the units 1-3A.
Students will Understand: 1. use knowledge of word parts to determine meaning of unknown or unfamiliar words within a passage, e.g., prefixes, suffixes, root words.

2. use context clues to determine the meaning of unfamiliar words. (example: antonyms, homonyms, synonyms).

3. apply knowledge of word origins, derivations, and idioms to determine meaning of words and phrases.

4. understand the meaning of new vocabulary words so that they can use them in a sentence, paragraph or story.

Link to Standards #1
Goal:

Communications/Language Arts
Students will read at increasing levels of complexity for various purposes.

Indicator:Indicator 1: Students will use various reading cues/strategies to interpret and comprehend text, e.g., context, semantic, syntactic, and graphophonic cues.
Benchmark(s):3-5 Benchmarks:
1. determine which cues are the most effective for making predictions about and clarifying meaning of text.

2. select the appropriate cues and/or strategies needed for comprehension of specific types of text.

3. use prior knowledge to interpret unfamiliar information/materials/text.
Other Content Standards:None Listed

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: What is the base word?
What are the suffixes and prefixes?
What is a synonym/antonym for this word?
How does the context around the word help you to understand the word?
How does the origin of the word effect how the word is spelled?
Key Knowledge and Skills Students will Acquire: Students will add new vocabulary words to their knowledge bank, plus they will be able to break down unfamiliar words so that they can sound them out and read them.

Plus, students will be able to use context clues to help them figure out the meaning of a word.
Assessment Plan: The students will be given a test at the end of the week with vocabulary words in a story. The student will have to be able to determine what the word is and the meaning of the word.

Worksheets will be given throughout the week and graded to see if the students can identify the words; match the words to meanings; and choose synonyms to go with the words.
Learning Activities: Students will review all vocabulary words by just reading the words from Units 1-3A. There are a total of 30 vocabulary words (10 words per week). We will read the words together, and then have the students complete a search and find puzzle so that they can become familiar with the spelling of the words.

Students will go over the definitions of the words. Then, the students will match the definitions to the words in a crossword puzzle.

Students will play Wheel of Fortune with the teacher leading the group. The teacher will put a word from Units 1 – 3 on the board (using blanks instead of letters). The students will guess letters until someone guesses the word. When someone guesses the word, they earn a point. Another student earns a point if they can give a definition of the word. Another student can earn a point if they can use the word in a sentence correctly. The teacher will continue to go through all 30 vocabulary words.
As homework, the students will complete Create a Story. This was created on the Inspiration Program. They look at the picture and create a story using five of their vocabulary words. They have to remember to answer who, what, when, where, and why. The story should be five to ten sentences long. All worksheets were created on Microsoft Word.

Students will complete a Jeopardy came which includes all 30 words. This game is on PowerPoint and can be either teacher directed or completed by students independently.

For an assessment, the students will take a test a test over all thirty words.

Enrichment Activity: Following the completion of the unit, students can research the origin of the vocabulary words and complete graphs to go with them on the Excel program, to see where most of the words originated from. An example of what the students will do is included in this unit. I will break the class into groups of three and give each group ten words to research and graph were they originated.

Notes:None Listed
Internet Resource Link: http://lv022.k12.sd.us

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

SD Teacher's Curriculum Bank Disclaimer