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Lesson 4: Introducing New Vocabulary in Informative Texts (Year 2 English, Stage 1)

Timeframe: 60 minutes

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Lesson Overview

This lesson aims to introduce students to new vocabulary related to informative texts. Students will engage in activities that help them understand and use new words in context, enhancing their comprehension and communication skills.

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Curriculum Outcomes and Content

Language: Understand and use new vocabulary related to informative texts (ACELA1470).
Literacy: Use comprehension strategies to build literal and inferred meaning (ACELY1670).

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Learning Intentions

Students will learn to understand and use new vocabulary related to informative texts.

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Success Criteria

Students can:

Identify new vocabulary in informative texts.
Use topic-specific vocabulary in discussions and writing.

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Instructions

Begin with a brief discussion on the importance of vocabulary in understanding informative texts.\n
- Ask students: \"Why is it important to know the meaning of words when reading informative texts?\"
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Introduce new vocabulary through a word wall.\n
- Display words such as \"diagram,\" \"heading,\" \"index,\" and \"glossary\" on the word wall.
- Provide definitions and examples for each word:\n
  - Diagram: A drawing or plan that outlines and explains the parts or operation of something.
  - Heading: A title at the head of a page or section of a book.
  - Index: An alphabetical list of names, subjects, etc., with references to the places where they occur, typically found at the end of a book.
  - Glossary: An alphabetical list of terms or words found in or relating to a specific subject, text, or dialect, with explanations; a brief dictionary.
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Engage students in vocabulary games and activities.\n
- Play a matching game where students match words with their definitions.
- Conduct a \"word hunt\" where students find examples of the vocabulary in texts around the classroom.
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Facilitate a fishbowl group discussion on how these words are used in informative texts.\n
- Set up a fishbowl with a small group of students in the center discussing the question: \"How does a glossary help us understand a text?\"
- The rest of the class observes and takes notes, focusing on how the discussion participants use the vocabulary.
- Rotate students in and out of the fishbowl to ensure everyone has a chance to participate.
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Conclude with a vocabulary quiz to assess understanding.\n
- Provide a short quiz with multiple-choice and fill-in-the-blank questions.
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Differentiation

Support: Provide visual aids and simplified definitions for students who need additional help.
Challenge: Encourage advanced students to use the new vocabulary in sentences or short paragraphs.

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Assessment

Observation of student participation in vocabulary games and discussions.
Results from the vocabulary quiz.

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Materials

Word wall materials (e.g., chart paper, markers).
Vocabulary game resources (e.g., cards, worksheets).
Quiz sheets.

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Student Handout

The student handout will include a list of new vocabulary words with spaces for students to write definitions and examples. It will also feature a section for students to record their thoughts during the fishbowl discussion and a space for the vocabulary quiz.

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