YSD 5 Instructional Strategies: Explicit Vocabulary Routine Option 1
Strategy: Explicit Vocabulary Routine (Option 1)
AVID: Learning and Retaining Academic 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.
AVID Learning and Retaining Academic Vocabulary
Select
Vocabulary
Determine
Student
Prior
Knowledge
Select only a few words (4-6) to teach from a text. Determine those words based on:
 Title Words: words essential to understanding the title of the reading and the ideas in the
text.
 Subject Area Concepts, Ideas and Processes: Terms that will appear a number of times in
readings or are required to understand the content you are teaching.
 Common Cross-Disciplinary Words: Typical academic words across the disciplines.
 Metadiscourse Words or Phrases: Words to help understand the structure of the reading
or the author’s purpose. For example, transition words like, “however” and “in addition”,
or phrases like “so far, I have discussed x; now, I will discuss y.”
Ask students to complete a “Keeping Track of New Vocabulary” chart like the one below. Students
add vocabulary and definitions as they critically study other texts.
Word:
Illustration:
Definition:
Original Sentence:
Teach
Selected
Words
Step 1:
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Step 2:
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Step 3:
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Step 4:
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Step 5:
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Step 6:
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Oral Learning
Allow time for students to practice saying the word.
Pronounce the word and use it in an original sentence.
Pronounce it again, emphasizing the stressed syllables.
Ask students to repeat the word chorally, pounding the syllables on their desks.
Once class has the correct pronunciation, ask individual students to pronounce the word
again pounding the stressed syllables.
Teaching Selected Words:
Post target word on a word wall chart so students can see spelling.
Ask students to copy at least two sentences pre-determined by the teacher in which the
target word is used as the same part of speech as it appears in the reading.
Scanning the Reading/Copying the Sentence:
Students scan the reading/text to find the sentence in which the target word is used.
Students copy the sentence in the “Keeping Track of New Vocabulary” chart. (Students
should not create their own sentence until Teacher has evidence that they have mastered
the meaning.)
Defining the Word Only after this much study should students work on word meaning.
Give students a list of possibilities for a definition. Students decide appropriate definition in
pairs. For example, if the target word is “compromise”, the possible definitions may be:
 Cooperate
 Bargain
 Give in
 Do a deal
Breaking the Word Into Component Parts
Assist students to identify common prefixes or suffixes
Encourage Independent Use of the Word:
In groups, students form their own sentences. Acknowledge effort for correct use.
YSD 5 Instructional Strategies: Explicit Vocabulary Routine Option 1