Module 5: Vocabulary Teaching Plan

Vocabulary Teaching Plan

Text Link

Above is the link to the vocabulary selection and teaching plan. 

Sample PRS card 

Word: Protein Synthesis

  • Root (Protein): prote- (primary, first)
  • Root (Synthesis): syn- (together) + thesis (putting, placing)
  • Meaning: The process of building proteins from amino acids


Word: Transcription

  • Prefix: trans- (across, beyond)
  • Root: script (write)
  • Suffix: -ion (process of)
  • Meaning: The process of copying DNA into RNA.


Word: Translation

  • Prefix: trans- (across, beyond)
  • Root: lat (carry)
  • Suffix: -ion (process of)
  • Meaning: The process of converting mRNA into a protein


Word: Amino Acid

  • Root (Amino): amin- (containing nitrogen)
  • Root (Acid): acid- (sour, sharp)
  • Meaning: The building blocks of proteins

  

Vocabulary instruction has to be a thoughtful process that starts with the teacher picking words from the text. This has to be a careful process because too much time cannot be spent, so everything must be effective. Next you must identify what you want the students to understand about this specific word. How does it relate to what students will be learning. Then you have to think about how this process will be taught to students. One way to plan for this type of instruction is to provide students with Prefix, root, and suffix cards to help them understand the word they are reading about in the text. A visual can be given to provide more understanding to students. Then teachers can keep students engaged as they discuss or speak aloud how these vocabulary words are used. 
I like the idea of teaching students the pre-fix, root, and suffix. This skill can help them better conceptualize the units that are learned within a science course. It can help provide them with the habit and skill to identify what is happening before they read deeper. 
The only concern I have in the moment is how to execute this process in real life. Teaching seems like an art to me. An art that requires flow, understanding, and execution. I have an understanding, I just need to practice to get an idea of how this will be executed. 


Comments

  1. Sharde GrahamFebruary 23, 2025 at 8:11 AM

    Hi,

    Yes I was thinking the same thing. Teachers come up with a variety of different strategies to engage students in learning about vocabulary words. They come up with songs, and use word walls to get students familiar with the words. I think executing this process in real life, could be coming across more complex words by reading menus at a resturant and then sounding out the words, and explaining that process to students. If they're struggling when they read something when they aren't in school they sound out the prefix, and suffix of the word.

    ReplyDelete
  2. Michael Wemyss' EDRD 619: Disciplinary Literacy: Thoughts and DiscussionsFebruary 24, 2025 at 4:35 AM

    Hello,
    You do a fabulous job on addressing these vocab terminology by breaking down the words and providing illustrations which can help students who are struggling with these vocab terms. Providing visuals can really help students understand what they are trying to learn and how they can obtain new information.

    ReplyDelete

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