YSD 5 Instructional Strategies: Explicit Vocabulary Routine Option 4
Strategy: Explicit Vocabulary Routine Option 4
Teaching and Practicing Critical Vocabulary
*To ensure all students at varying English Language proficiency levels can access content, use supplementary materials such as
graphs, models, hands-on materials, and visual aids to make lessons clear and meaningful.
Planning for Explicit Vocabulary Routine
Identify critical vocabulary in a text.
Create a “student friendly definition”.
Determine concrete examples, visual representations, verbal examples.
Instructional Routine for Teaching Critical, Unknown Vocabulary
Before Reading Text
Step
1
Step
2
Step
3
Step
4
Introduce the Word
A. Write the word on the board
B. Read word. Students Repeat.
C. Repeat for unfamiliar words
Present a Student-Friendly Definition
A. Tell students explanation, or
B. Have students read explanation with
you.
Illustrate the Word with Examples
 Concrete examples
 Visual representations
 Verbal examples
Check Students’ Understanding
Option 1: Deep processing questions
Option 2: Examples/Non-examples
Option 3: Students generate examples
Option 4: Sentence starter
Example
“This word is reluctant.”
“What word?”
“Reluctant means you are not sure you want to do something.”
“When you are not sure you want to do something, you are…”
“If your mother asked you to try a new food, you might be
reluctant.”
“You may be reluctant to watch a scary movie.”
“Why would a student be reluctant to go to a new school?”
“Would you be reluctant to go to recess on a warm, sunny day?”
“Tell your partner something you would be reluctant to do.”
“Tell your partner something a cat might be reluctant to do. Start
your sentence by saying, ‘A cat might be reluctant to …’ Then tell
why.”
Instructional Strategy for Practicing Critical, Unknown Vocabulary
After Reading Text
1.
Yes/No/Why
2.
Completion Activity
3.
Graphic Organizer
depicting
relationship
between vocabulary
words
Examples
Would it be disgusting to eat earthworms? Why?
Would a disgusting trash-can smell good? Why?
I was very persistent when (________).
Things that can be confined are (______).
Same
Hermit-odd
Hermit- loner
Protection-shell
Opposite
Go-Together
No Relation
x
x
x
4.
Word Lines
5.
Sentence
Substitution
How surprised would you be if…
a dog started bantering you?
a rabbit trudged through the garden?
Least Surprised ………………………………..Most Surprised
When the math test was over, Poloma was very happy.
When the math test was over, Poloma was very … (relieved)
6.
Meaningful
Sentence Writing
Students write a sentence answering who, what, when, where, why, how questions.
During the past week, what have you been urged to do?
Why would a teacher be impressed with one of her students?