Minilesson
Name: Jennifer Landburg and Kathy Nicodemus
Grade Level: First
Content: Communication Arts
Lesson: Word posters with new vocabulary
Objectives:
After teacher read aloud, modeling, and instruction, students will be able to identify new
vocabulary words, as demonstrated by creating word posters.
GLE:
R 1 E 01
Develop vocabulary by reading, listening to, and discussing unknown words in stories using
context clues.
Modifications:
Basic Beginner: Students will be asked to demonstrate understanding of vocabulary through
physical responses including hand motions, whole body movement, and acting out.
High Beginner: Students will hear the story again and raise their hand when unfamiliar words
are read. Then, either the teacher or a peer will give a verbal definition.
Low Intermediate: When unknown vocabulary is read, the student will ask for assistance with a
clear and full definition.
High Intermediate: Students will use context clues to predict the meaning of unfamiliar
vocabulary.
Materials/Media/Resources:
Silverman, E. (1992). Big pumpkin. New York, NY: Simon & Schuster Books for Young
Readers.
Construction Paper
Crayons
Vocabulary words laminated with magnets on the back for the word wall.
Anticipatory Set:
I would like to read this very interesting book to you, it is called Big Pumpkin. Can anyone
describe to me what they see on the cover of this book? Yes, there is a big pumpkin. Can
anyone tell me something else they see on the cover? You got it! There is a witch standing
beside the pumpkin.
Now, based on what you see on the cover, what predictions do you have about the book? What
do you expect or believe will happen in this book? Great job! These are all wonderful and
creative predictions.
I would like everyone to please take out their copies of the Big Pumpkin text. As I read the story
aloud, I would like each of you to follow along and join me in reading the parts that you know.
As we read along, pay attention to words that you do not understand or recognize.
Read story aloud.
Instructional Input:
Now that we have completed the story, we will then take those words in which you do not
understand or recognize and use them to create a word poster to help give you and your
classmates a better understanding of the vocabulary words. A word poster is an activity that will
help us visualize the meaning of a word. You will each choose a word and write it on a small
poster; then draw and color a picture to illustrate it. You will also use the word in a sentence on
the poster.
Modeling/Demonstrating:
I think I will use the word “pumpkin” for my word poster. First, I will write the word at the top
of my poster. I, then, am going to draw and color a picture of a pumpkin to illustrate it. I will
now write a definition of the word under my illustration. The idea is to visualize the meaning of
the word. Now let’s look at the poster that I just made. I first wrote the word and put the
illustration directly under the word. Now let’s look at my sentence: “The pumpkin is orange and
plump.” The definition should be short and recognizable. Make sure you write your definition
at the bottom of the poster, as you can see here on mine.
Display the word poster on the bulletin board so the students can refer back to it.
Guided Practice:
Now let’s do a word poster together on the smart board. Let’s use the word “witch.” Where
should I put the word “witch” on the paper? Correct! I will put the word at the top of the poster.
Now in the center of the paper I will draw a picture of a witch. Should I draw my picture big or
small? Great answer! I will draw my picture big enough for others to see it. Now someone
please tell me what I am going to write beneath my illustration. Nice job! I will write a
definition beneath my picture.
Now with your partner I would like for you to discuss what your vocabulary words definition
and what you think the picture should look like.
.
Checking for Understanding:
I will monitor the students by walking around the classroom, actively listening, and watching as
they create word posters with their partners. They should be able to illustrate the word’s
meaning clearly. The depiction will communicate to me whether or not they understand the
word’s meaning. The short, student friendly, recognizable definition should be written at the
bottom of the poster. I should hear the partners verbalizing to each other what the picture should
look like and what the definition should be.
Independent Practice:
We made a word posters that contains the new vocabulary words with a picture of what the
word means, and a short definition at the bottom of our posters. I will now give you each
another word to from our story. You will make a word poster with this new word I have given
you by yourself. Follow the same directions that I used when I did my word poster and that you
followed while working with your partner. There are three steps to remember when you are
creating your word poster; 1.) write your word on your poster, 2.) draw a picture of what the
word means, 3.) write a short definition at the bottom.
Closure:
Yesterday, I introduced the book Big Pumpkin. We made predictions, did a picture walk, and I
read the book aloud to you. Today, we read the book, again, and you joined me in reading the
parts you knew. Afterwards, you watched as I took a word from the book and made a word
poster. You worked with a partner on another word and made a word poster together. You, also,
made a word poster by yourselves. We are going to hang all of our beautiful new word posters
on our new word bulletin board to help us remember what these words look like and what they
mean. You can look over at our bulletin board while you are reading to remind yourself what
these words mean.
Evaluation/Assessment:
Students’ word posters will be reviewed and graded to see if they could correctly illustrate the
new word’s meaning. Students will be asked to read their written definition and verbally explain
the word’s meaning and how it might be used.
Rubric:
Criteria
1
Vocabulary word Word is on the
written on poster. poster.
2
Word is legible
and with only
one letter
incorrect.
3
Word is spelled
correctly, legible
handwriting.
Illustration of the
word’s meaning.
Illustration was
made.
Illustration
partially tells the
word’s meaning.
Illustration tells
the word’s
meaning with
student’s verbal
explanation.
Definition
Definition
attempt made.
Complete verbal
explanation
needed.
Written
definition made
clearer with
student’s verbal
explanation.
Good definition
with some
misspelled
words.
4
Word is spelled
correctly, using
precise handwriting, all letters
are lowercase.
Illustration
clearly depicts
the word’s
meaning with
detail. Neatly
drawn.
Clear definition
written with
correct spelling.