- Learn and practice vocabulary
- Generate examples to reinforce meaning
- Practice sharing orally
- Election Vocabulary List printable
- Paper and pencils
- Collage of election-related newspaper and magazine clippings or a presentation featuring web articles and resources
- Optional: Computer and projector
- Make a class set of the Election Vocabulary List printable.
- Optional: Set up a projector to share your online election resources or to project the students the Election Vocabulary List so they can follow along during Steps 3–6.
Step 1: Ask students if they know anything about elections. Ask for volunteers to share what they know. Share with them the election news collage or presentation you made.
Step 2: Tell students they will learn eight election vocabulary words.
Step 3: Give each student a copy of the Election Vocabulary List printable.
Step 4: Read the eight words to the students, one at a time. Have students repeat the words with you. Clap the syllables in each word.
Step 5: Have students rate how well they know each word: 1) they don't know it at all; 2) they've heard of it; or 3) they know it and can use it in a sentence.
Step 6: Introduce each word using the following steps:
- Pronounce the word aloud and ask students to repeat it. Give the part of speech.
- Explain the word's meaning. Then restate the meaning, asking students to complete it with the "Target Word." For example: The place where people vote is called the _________. (polls)
- Provide example sentences for the word.
- Fill in the blank in the Example column on the Election Vocabulary List printable. Have students work in partners to suggest additional examples using complete sentences. Make a note of those having trouble so you can work with them in a small group.
- Deepen understanding by asking questions that relate the word to students' lives.
- Have students go to two other students and share some of their answers.
Supporting All Learners
Walk around room and allow students to share their work with you so you can make sure they have grasped the new vocabulary. Encourage them to read over this assignment before the next class period.
Write fill-in-the-blank sentences on the board that feature the new vocabulary terms. Test students by asking them to complete the sentences.
Students could generate an informal survey questionnaire (list of questions) to ask their parents or guardians what they think of the presidential or local campaigns and what issues are most important to them. Student could compare information collected.
- Did your students work well together?
- Is there a need to form a small group for re-teaching?
Observe students as they work in pairs to see if they are having difficulty reading the text. As you walk around, make a note of the students that are having problems so you can form a small group to work on comprehension and fluency.
Using a class list, with an attached rubric, make a note of who has met or exceeded standards, and who needs more assistance. Begin to notate which of the students are having similar problems, and begin to make a list for those who could work together on those problems.
At the end of this exercise, have a clear idea of whether the lesson needs to be re-taught, or whether you can simply re-group and re-teach at smaller levels of groupings. Formative assessment helps make explicit what has been taught well, what needs re-teaching, and most importantly, which of the students have learned.