YSD 5 Instructional Strategies: Explicit Vocabulary Routine Option 2
Strategy: Explicit Vocabulary Routine (Option 2)
GLAD Cognitive Content Dictionary (CCD)
*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.
Washington Transitional Bilingual Instruction Guidelines
Planning for Explicit Vocabulary Routine
Select words: tier 2 ( transferability among contents); tier3 (content specific) that are key to understanding the concept
Create heterogeneous student groups
Create CCD template on white butcher (26” x 32”) or flip chart paper
Display CCD template
Model of CCD
New Word
HNH-
Prediction
Clues
Final Meaning
Sketch
LI
Oral Sentence
Cognitive Content Dictionary
Grades 2-12: Write new word (in one color which will be used across entire row)
K-1 Variation: Use interactive writing, do not pre-write word, only have lines for each letter. Follow Steps Below:
 Clap syllables
 Use fingers to count sounds
 Ask what is the first sound of the word
 Have students raise hands if they know the name of the letter that makes the sound; have them point to sound
spelling card in room. Choose student to write letter on the CCD line.
 Whole class air writes letter
 Use grade level standards to focus on direct skills
 Continue with fourth step until word is written
1. Say word aloud; students repeat several times
2. Survey students – Heard (H), Not Heard (NH) the word; record
3. Students predict word meaning with group & provide clue/rationale for prediction
4. Randomly select a student from each group to share group’s prediction & clue
5. Record prediction on chart
6. Provide synonym & gesture associated with word
7. Say, “When I say __word__, you say __synonym__” (along with kinesthetic movement for word) Use word
throughout day; transitions are a great time
After sufficient instruction has taken place
8.
9.
10.
11.
12.
13.
14.
15.
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18.
19.
In groups students discuss final meaning of word
Randomly select a student from each group to share group’s final meaning (using numbered spoons or popsicle
sticks, assuring equity in randomness)
Validate accurate team responses
After each group shares final meaning, write one student friendly dictionary definition
If all groups struggle to verbalize final meaning, additional instruction occurs. Final meaning by teacher is not shared
Sketch a nonlinguistic representation to accompany final meaning
Ask, “Does anybody know the word in another language?” Record.
Word Study (roots, affixes) http://www.etymonline.com
Model oral sentence using word
Teams create oral sentence using word
Repeat steps 1-7 to introduce new word
Once word has been explicitly taught, repeat steps 9-18
YSD 5 Instructional Strategies: Explicit Vocabulary Routine Option 2
Strategy: Explicit Vocabulary Routine
GLAD PreK- Kinder Cognitive Content Dictionary (CCD) Variation
*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.
Washington Transitional Bilingual Instruction Guidelines
Planning for Explicit Vocabulary Routine
Select words: tier 2 ( transferability among contents); tier3 (content specific) that are key to understanding the concept
Create picture dictionary template on white butcher (26” x 32”) or flip chart paper
Display picture dictionary template
Kinder-1st (CCD Variation)
Use interactive writing, do not pre-write word, only have lines for each letter. Follow Steps Below:
 Clap syllables
 Use fingers to count sounds
 Ask what is the first sound of the word
 Have students raise hands if they know the name of the letter that makes the sound; have them point to sound
spelling card in room. Choose student to write letter on the CCD line.
 Whole class air writes letter
 Use grade level standards to focus on direct skills
Continue with fourth step until word is written
PreK-Kinder (CCD Variation) Picture Dictionary Preparation
Select words (tier 2 & tier 3) that are key to understanding the concept
Use a new word for each new setting, such as each day, in a large group or on the carpet area
Using pencil, lightly outline pictures and lines for each letter in each of the words
Display first row
Teaching with Picture Dictionary
Sketch picture
Add word using different color for first letter
Have children count how many letters & say letters as you write them
Add real image of word
Add kinesthetic movement for each word
Have children say a minimum of 3 times (i.e. to their hand, to the ceiling, to their neighbor, etc.)
Use word & kinesthetic movement as transition word throughout the day