Cognitive Content Dictionary (CCD)
and Vocabulary Self-Collection Strategy *(VSS)
From Project GLAD: Guided Language Acquisition Design (GLAD) is a model of professional development in the area of language
acquisition and literacy. The strategies and model promote English language acquisition, academic achievement, and crosscultural skills. GLAD was developed and field tested for nine years in the Fountain Valley School District by Marcia Brechtel and
Lennea Hailley and is based on years of experience with integrated approaches for teaching language. Tied to standards, the
model trains teachers to provide access to core curriculum using local district guidelines and curriculum. For more information:
www.projectglad.com .
Adapted from: “Extraordinary,” “tremendous,” “exhilarating,” “magnificent”: Middle School at-risk students become avid word
learners with the Vocabulary Self-Collection Strategy (VSS) by Martha Rapp Ruddell and Brenda A. Shearer//Journal of
Adolescent & Adult Literacy 45:5; February, 2002; pp. 352-363.
Purpose:
Involves students in metacognition
Builds vocabulary
Aids in comprehension
Process:
 First day:
Teacher models the use of the CCD using a teacher chosen vocabulary word. This word will serve as the signal word for
transitions throughout the day.
Writes the word on CCD chart posted in front of students. (see examples below)
Tells where the word came from and why the class should learn it.
Gets prediction of meaning from class, being sure to ask what clues they used to come up with the prediction (this removes it
from guessing), helps students with prompting about what kind of clues they might have used.
Uses a gesture or synonym with students whenever the word is used as the signal word throughout the day.
 Second day:
Teacher asks students if they now know the final meaning for yesterday’s word (no voting, this meaning must be correct).
She asks a student to look up the word in the dictionary and read the dictionary definition. The class definition is written in
the Final Definition box on the class chart. Add sketch and native language translations for the word. Have students put their
heads together and come up with an oral sentence.
A new word is selected for the day. The teacher can ask student pairs or cooperative teams to come up with content
vocabulary that they think the class should learn. Do word study with the new word in New Word box. This word will be the
signal word for the day.
 Group and Individual:
Once students have learned the process of identifying words, predicting meanings, and developing final definitions; the CCD
can become a cooperative team task and an individual task.
New Word
H – Heard it before
N – Never heard it before
Predictions
(clues)
Final Meaning:
Example, Primary Language or Sketch
(How did I find out?)
Cognitive Content Dictionary Form
New Word
H – Heard it before
N – Never heard it before
Predictions
(clues)
Final Meaning:
Example, Primary Language or Sketch
(How did I find out?)
Cognitive Content Dictionary Form – Spanish
Palabra nueva
E – La he escuchado anteriormente
N – Nunca la he escuchado
Predicciones
(pistas o claves)
Significado final:
Ejemplo, idioma natal, o dibujo
(¿Cómo me enterré?)
Examples: