Next Generation Sunshine State Standards
Common Core Standards
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)
CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
ESOL Standards.
13) Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon.
11) Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Strategy 15: Vocabulary Role-Play
STEP BY STEP
- Identify key vocabulary- Determine the vocabulary words that will be use in a lesson or reading. Make cards with the words written on them
- Teach the lesson or read the book- As you teach the lesson or read a book- either reading aloud or having students read-stop as you encounter key vocabulary and discuss and act out the words. Pronounce the words carefully and have the students practice pronouncing them, especially if the words contain sounds difficult for them. Be sure to reread the page fluently after the vocabulary is explored. As each word is explored, place it in a pocket chart so students can see it clearly.
- Connect the vocabulary to past experiences- After the lesson is complete or the story is read, show the cards to the class, on by one, and ask the students to talk about ways in which they have seen the words used. Use this opportunity to explore multiple meanings of words.
- Sort the words- Further explore the words by engaging the students in word sorting. Ask them if any of the words have similar meanings or if any of them are names for things-nouns. Identify the movement words-verbs-and place them together. Review the word meanings in several different ways to help the students remember them.
- Plan ways to use the words- Leave the words on display in the pocket chart. Use the words in directions during the day. Encourage students to use the new vocabulary in their writing and celebrate verbally when they do. Involve students in creating scenes using the new vocabulary by dividing the class into small groups of three to five students and giving each group a set of four or five words. make sure that each group has at least one member who is a strong reader. Instruct each group to create a scene in which all their words are used.
- Give the students time to practice- Give the groups time to work on their scripts and practice performing their scenes. Encourage the groups to make and use simple props.
- Perform the scenes- Give each group a chance to perform the scenes that they have written. Discuss how the words were used after each scene is performed, celebrating innovative uses of the new vocabulary.
- Focus on multiple word meanings- Compare and contrast the uses of the words by the groups emphasizing the different contexts used in the skits, and the similarities and differences in the ways in which the words were used.
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