Vocabulary
Instructional
Routine
(Adapted
from
Ray
Reutzel)
Use
a
word
web.
This
can
be
a
class
chart,
a
web
that
is
filled
out
in
small
groups
(each
person
fills
out
one
section),
a
web
that
is
shared
with
partners,
or
a
web
that
is
filled
out
individually.
1.
CONSTRUCT
DEFINITION:
• Begin
by
looking
up
the
word
in
a
dictionary
or
glossary
and
get
a
definition.
• Construct
a
“student”
friendly
definition”
using
your
own
words.
(Consider
using
Cobuild
New
Student’s
Dictionary.)
• Use
structural
analysis
clues
(knowledge
of
root
words,
prefixes,
and
suffixes)
to
determine
word
meaning.
2.DEVELOP
CONCEPTUAL
UNDERSTANDING:
• EXAMPLES
• Use
pictures
or
video
clips.
• List
examples
and
non‐examples
of
the
word.
• Use
a
thesaurus
to
find
synonyms,
antonyms,
and
Tier
1
words.
• Role
play/create
frozen
statues
depicting
the
meaning.
• CHARACTERISTICS/ATTRIBUTES:
• Use
pictures
or
video
clips.
• List
characteristics
or
attributes
of
the
word.
o Describe
the
word.
o Create
gradients
of
meaning/
extreme
words
with
similar
and
opposite
words.
o Sort
by
semantic
features/attribute
analysis
grid.
o Sort
words
into
categories.
o Compare/contrast
words
(alike
&
different).
o Create
analogies
with
words.
• CATEGORY/PART
OF
SPEECH:
• Determine
part
of
speech.
• Determine
category
of
word
meaning.
3.
USE
WORD
IN
CONTEXT:
• Find
the
page
where
the
word
is
found
in
the
word
or
story
to
read
the
context.
• List
the
context
clues
found
in
the
text.
• Ask
the
students
to
use
the
word
in
an
oral
sentence.
• Write
the
sentence.
• Relate
word
to
prior
knowledge.
Vocabulary Instructional Routine
Possible Script
(Objective) Today we will learn ___ words that will help us read and understand
_____________. The first word is blank. I'll write this on our vocabulary web.
(Definitions) If you look in the glossary/dictionary, blank means _____________. I'll
write the definition on our vocabulary web. I like to think of the definition of blank as
____________ (student friendly definition). I'll write this student friendly definition on
our vocabulary web. I notice this part of the word (root/affix if applicable) and I know
that root/affix means ____________.
(Examples/Non-examples) _____________ is an example of blank, because blank
means ___________ (repeat student friendly definition). _I'll put this example on our
vocabulary web.
____________ is an example of blank, because blank means ___________
(repeat student friendly definition).
Now let's think about some possible examples and non-examples together. If I
give an example of blank, give me thumbs up; if I give a non-example, give me thumbs
down. Is ______________ an example of blank? (Be sure to do a couple more examples
before introducing any non-examples. Be sure to explain why something is a nonexample.)
Now I'll add another one of our examples and a non-example to our vocabulary
web.
(Characteristics) Now I need to think about the characteristics of blank. I will
think about and write down the specific elements that need to be present to have/be
blank. (Think aloud and add the specific characteristics to the web.)
(Part of Speech/Category) Now that I know a little more about blank, I can think about
what category of words it belongs to. blank belongs in the category ___________ and it
is a ________ (part of speech), because ______________. I will write this on our
vocabulary web.
(Context) Next I need to think about how this word is used in what I am reading. I look
on page _______ and I find the part where the word, blank, is used. Read with me this
sentence/section. I will write on our vocabulary web the sentence that has the word,
blank.
When I read this sentence I notice that there is (or that there isn't) a context clue.
(If there is a context clue): When I read this part it gives me a clue as to the meaning of
blank, because I know that _____________. I will write this clue on our vocabulary web.
My last step is to write a sentence using the word, blank. This way I show that I
really understand and can use this new word. (Teacher gives an example sentence using
a frame* that includes the vocabulary word. Students then can tell a partner a sentence
using the frame and a few can share with the class. Then write one of the sentences on
the vocabulary web.)
*A frame helps students to use the word correctly and forces them to use the
vocabulary
word in their sentence. Examples of frames: A blank occurs when
_________. I feel blank
when __________. A _________ is a blank. A frame
also eliminates vague usage in which you
can't tell if they understand the word or
not like, I like blank.
(Restate Definition/Bring Closure) Blank means ____________________ (restate
student friendly definition). What is the word that means __________________?
(Students respond chorally with the vocabulary word.)
Based on Dr. Reutzel's Vocabulary Instructional Routine, Amy Siegel 2010
VOCABULARY WORD
DEFINITION
What does it mean (definition)?
CONCEPTUAL UNDERSTANDING
What is it like?
Picture
(characteristics, synonyms, examples)
Part of speech:
What is it not like?
(non-examples or antonyms)
USE WORD IN CONTEXT
Sentence
Created by M. Conrad