Concept Attainment Model
Example 1
This model would go well with helping students realize what a quadrilateral is. I would do this in small
groups or with partners.
Step 1: Students would be given a group of various shapes. I would color code the shapes: examples
would be blue, the non-examples red (I would include a few open shapes and circles with the non-
examples).
Step 2: With their partner or group, students would analyze the attributes of the red and blue shapes to
make a hypothesis about what the concept is, looking for similarities and differences. They would write
their hypothesis and reasoning.
Step 3: I would tell them that all the examples are called quadrilaterals. At this step, students would
formulate their definition of a quadrilateral. After writing their definitions, students would be allowed
come to the board and draw a quadrilateral. We would talk about the definition together.
Step 4: To apply this concept, first students would be asked to think of objects they have seen in the
real world that would be considered a quadrilateral. Next, I would show a power point presentation
with full picture slides of familiar places. Students would be asked to pick out quadrilaterals or
find shapes that are almost quadrilaterals and show how they could make them into a real quadrilateral.
Note: Although this is a different model than the vocabulary acquisition model, you could use the
vocabulary acquisition model to teach the word "quadrilateral."
Quadrilateral Song For Kids
https://www.youtube.com/watch?v=WMkY_uIku9Q
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a
given number of equal faces. Sizes are compared directly or visually, not compared by measuring.
Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Example 2
Background knowledge: Students would already have learned what root words and suffixes are before presenting the new concept word prefix. This seems to be harder for students to grasp, so this model would work well for teaching this concept.
Step 1: I would project a list of words that have prefixes and words that do not. I would then circle the words that have a prefixes (examples). The other words not circled would be words that do not contain prefixes (non-examples). Some of the non-examples would have suffixes added on since they already know what suffixes are.
Step 2: I would have students make a list of the words that are examples and the words that are non-examples on a graphic organizer with two columns. Working with a small group of students they would discuss the words and their attributes and come up with a hypothesis on what they believe prefixes are. They would write their definitions on a 3 x 5 card.
Step 3: I would then ask students to share what they noticed and I would record their ideas on the board. After writing the ideas from the class on the board, students would work with their groups again to determine the definition of a prefix. They would record their definition at the bottom of the graphic organizer.
Step 4: I would then project more words and have students look at more examples and non-examples. As an assessment, I would ask students to write the new words in the appropriate column in a different color. I would then have them search their own books to see if they can find anymore examples or non-examples and justify their reasons. They would record the words they found in a new color. Students would be able to share some of their new words with the class and explain their reasoning.
https://www.youtube.com/watch?v=s2auzLzzi_E
2.RF.3d Decode words with common prefixes and suffixes.
This model would go well with helping students realize what a quadrilateral is. I would do this in small
groups or with partners.
Step 1: Students would be given a group of various shapes. I would color code the shapes: examples
would be blue, the non-examples red (I would include a few open shapes and circles with the non-
examples).
Step 2: With their partner or group, students would analyze the attributes of the red and blue shapes to
make a hypothesis about what the concept is, looking for similarities and differences. They would write
their hypothesis and reasoning.
Step 3: I would tell them that all the examples are called quadrilaterals. At this step, students would
formulate their definition of a quadrilateral. After writing their definitions, students would be allowed
come to the board and draw a quadrilateral. We would talk about the definition together.
Step 4: To apply this concept, first students would be asked to think of objects they have seen in the
real world that would be considered a quadrilateral. Next, I would show a power point presentation
with full picture slides of familiar places. Students would be asked to pick out quadrilaterals or
find shapes that are almost quadrilaterals and show how they could make them into a real quadrilateral.
Note: Although this is a different model than the vocabulary acquisition model, you could use the
vocabulary acquisition model to teach the word "quadrilateral."
Quadrilateral Song For Kids
https://www.youtube.com/watch?v=WMkY_uIku9Q
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a
given number of equal faces. Sizes are compared directly or visually, not compared by measuring.
Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Example 2
Background knowledge: Students would already have learned what root words and suffixes are before presenting the new concept word prefix. This seems to be harder for students to grasp, so this model would work well for teaching this concept.
Step 1: I would project a list of words that have prefixes and words that do not. I would then circle the words that have a prefixes (examples). The other words not circled would be words that do not contain prefixes (non-examples). Some of the non-examples would have suffixes added on since they already know what suffixes are.
Step 2: I would have students make a list of the words that are examples and the words that are non-examples on a graphic organizer with two columns. Working with a small group of students they would discuss the words and their attributes and come up with a hypothesis on what they believe prefixes are. They would write their definitions on a 3 x 5 card.
Step 3: I would then ask students to share what they noticed and I would record their ideas on the board. After writing the ideas from the class on the board, students would work with their groups again to determine the definition of a prefix. They would record their definition at the bottom of the graphic organizer.
Step 4: I would then project more words and have students look at more examples and non-examples. As an assessment, I would ask students to write the new words in the appropriate column in a different color. I would then have them search their own books to see if they can find anymore examples or non-examples and justify their reasons. They would record the words they found in a new color. Students would be able to share some of their new words with the class and explain their reasoning.
https://www.youtube.com/watch?v=s2auzLzzi_E
2.RF.3d Decode words with common prefixes and suffixes.
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