Academic Vocabulary Assessments

SEI/300 - September 14, 2015 - Anna J. Wofford

2nd Grade - Science - "Insects"

The lesson allows students to understand the life cycle process of insects. The student will learn at least two complete life cycle processes with this lesson plan. Students will also learn interesting facts he or she did not know about insects.

  • Content Objectives
  1. Label two complete insect life cycles on the Life Cycle of Insects page.
  2. Tell two or three interesting facts learned about insects.

(Wofford, 2015, Title)

10 Target Vocabulary Words

  • insect
  • defense
  • egg
  • larvae
  • nymph
  • pupa
  • adult
  • life cycle
  • diet
  • facts

Review Academic Vocabulary

"Many students, including ESE and ESL students, lack the vocabulary foundation for success in learning content-area subjects and reading academic texts. Instruction in vocabulary development builds reading comprehension" (Vocabulary City, n.d., Why is academic vocabulary so important?). Using diverse ideas will allow the students a better understanding of their academic vocabulary.

Create an Insect Word Chart on a flip chart or white board listing all of the words on the chart. Next to the words on the chart either draw or add photos expressing what the name looks like visually.

The student will have a personal dictionary journal he or she can use to refer to when learning their new vocabulary words. The students may list their words in the journal and then draw a picture out beside the word to show him or her a visual of the vocabulary word. The students may also write down the quick definition that was placed on the whiteboard for the whole group during our discussion on the vocabulary words.

Allow the students who are struggling or ELL learners to use a picture dictionary to locate a definition for the word to list in their personal dictionary journal. I will also encourage these learners to draw the picture next to the definition he or she has written in their journal.

Formative Assessment

Mini Whiteboards & Doodle's - After the students have documented their vocabulary words in their personal dictionary journal I will pass out mini whiteboards, and dry erase markers to the students. Then I will give the instructions to the students. The students will be given a new vocabulary word. I will write the name of the word on the board and have the students copy the word on their white board. Under the name they just wrote he or she will need to draw a picture of the vocabulary word we are discussing.

As a group, we will discuss "What is the definition of life cycle?" and so on. As the students give their opinions, we will discuss if this is the proper definition. Then I will circulate throughout the room by walking around and observing the doodle's the students have drawn. I will be able to ask questions to allow them a better understanding of what to draw.

Summative Assessment

Vocabulary Matching - The student will be given a sheet of paper with their new vocabulary words listed on the left of the paper along with a definition listed on the right of the paper. The student will draw a line from the vocabulary word to the correct definition. The students will be graded accordingly when he or she completes the assignment.
"The task of the modern educator is not to cut down jungles, but to irrigate deserts"

(Brainy Quote, 2015, para. 1).


Brainy Quote. (2015). Retrieved from

Vocabulary Spelling City. (n.d.). Retrieved from

Wofford, A. (2015). Task Stream. Retrieved from