Instructional Routines for Introducing and Teaching

VocabularyRichmond Public Schools

Directions 1. Read all of the words in your bag.2. In your table group, sort all of the words

into meaningful categories.3. The meaningful categories are defined by

your table group.4. Prepare to share with the whole group.

Concept Sort

Support the implementation of the 2010 English Standards of Learning with emphasis on the increased rigor in instruction and assessment.

Implement vocabulary/word study instruction during the reading/English block by providing professional development and classroom coaching.

Increase focus on oral communication skills: organizing and processing thoughts.

Utilize student engagement strategies during whole and small group instruction and as an efficient formative assessment.

Continue to develop and strengthen an efficient school-based literacy leadership team.

Variety of responses Say answer

As a group To a partner To a partner and then as an individual To cooperative team As an individual

Foundation – Engagement of all Students

Variety of responses Write answers

Write on paper, post-its, journals Response slates, white boards Display response cards Utilize appropriate hand signals

Foundation – Engagement of all Students

Promote word learning strategies Select words that enhance academic success

Content vocabulary – background knowledge Academic vocabulary – generalize across

domains Group words semantically Provide student-friendly explanations Teach parts of words

Attributes of Effective Vocabulary Instruction

Companion 4 com pan ion

Provide multiple exposures to terms and meanings

Expand instruction to “word relatives” Have students maintain a log of

vocabulary terms Display vocabulary words in class Provide judicious review (sufficient,

distributed over time, cumulative, varied)

Attributes of Effective Vocabulary Instruction

Before Reading . . . Step 1. Introduce the word.- Write the word on the board, chart, etc.- Read the word and have students repeat

the word. If the word is difficult to pronounce or unfamiliar, have the students repeat the word a number of times.

The word is authority. What word?

Instructional Routine for Introducing Words

- Anita Archer

Step 2. Introduce the meaning of the word.(Option 1)- Present a student friendly explanation

- Tell students the explanation or have them read the explanation with you.

When you have authority, you have the power to tell other people what they must do. So, if you have the power to tell other people what they must do, you have _______________.

Instructional Routine for Introducing Words

- Anita Archer

Step 2. Introduce the meaning of the word.(Option 2)

- Have students locate the definition in the glossary or text.- Break the definition into the critical elements.

Glossary entry – Water Cycle: The cycle of evaporation and condensation that controls the distribution of the earth's water as it evaporates from bodies of water, condenses, precipitates, and returns to those bodies of water Evaporation, condensation, & precipitation of water Part of a cycle (happens over and over again) How water is distributed on the earth Comes from bodies of water (lakes, river, ocean)

Instructional Routine for Introducing Words

- Anita Archer

Step 2. Introduce meaning of word(Option 3)- Introduce the word using morphographs (meaning

chunks) in the word.

- autobiography - auto = self - bio = life - graph = letter, words, or pictures

Instructional Routine for Introducing Words

- Anita Archer

Authority early 13c., autorite "book or quotation that

settles an argument," from O.Fr. auctorité (12c.; Mod.Fr. autorité),

from L. auctoritatem (nom. auctoritas) "invention, advice, opinion, influence, command," from auctor "master, leader, author"

Word Origins

from auctor opinion, decision, power prefix/suffix - you could “argue” that the

prefix is /author-/ since it is used to form authority, authoritative

The morpheme / -or / generally indicates " a person who does something" - creator, author, translator, etc.

-ity - a suffix used to form abstract nouns expressing state or condition

authority

Step 3. Illustrate the word with examples.- Concrete examples- Visual examples- Verbal examples- Also discuss when the term might be used and who

might use the term.A police officer can pull over a speeding car. The police officer has _______________.Congress can make laws. Congress has the _____.In the middle ages, the kings and queens ruled the peasants. The kings and nobles had ____________.

Instructional Routine for Introducing Words

- Anita Archer

Step 4. Check student’s understanding.(Option 1)

- Ask deep processing questions- What are some different ways that authority

may be gained?

Instructional Routine for Introducing Words

- Anita Archer

Step 4. Check student’s understanding.(Option 2)- Have students discern between examples

and non-examples.

*Who has the authority to change the school schedule, the principal or the students?*Who has the authority to set wages on a job, the employees or the boss?*Who had authority to regulate the use of land in the middle ages, the serfs or the king?

Instructional Routine for Introducing Words

- Anita Archer

Step 4. Check student’s understanding.(Option 3)- Have students generate their own

examples.

Make a chart. Label the first column, authority. In the first column, list who has the authority and in the second column, who that person would have authority over. For example: boss and employees, principal and students, king and serfs, etc.

Instructional Routine for Introducing Words

- Anita Archer

Have students maintain a vocabulary log. The log can be used for:

Scheduled vocabulary reviews with the class

Study with a partner or team Self-study Reference when writing about the

topic

Vocabulary Log

Vocabulary word Definition or Graphic Representation

precise

authority

ExactExample in context:What is a more precise meaning of specific?

Dr. Brandon is an authority on school reform.

Interactive Notebook

Introduce the vocabulary term in relationship to other terms using a graphic organizer.

Introduce the part of speech. Introduce synonyms, antonyms, homographs

(multiple meaning words). Tell students when and where the word is often

used. When appropriate, introduce the etymology

(history/origin) of the word. Introduce other words in the same family

(derivatives).

Vocabulary Instruction Expansions

Can create a routine that allows students to practice using the vocabulary throughout the week or unit of study

Use the same activities Allows for practice and repetition with the

words

Overall Instructional Routine

Overall Instructional RoutineMarzano’s 6 Step Process

1.Provide a description, explanation or example

2.Students restate the description, explanation or example

3.Students construct a picture, symbol or graphic

4.Engage students in activities to help them add to the knowledge of the terms in notebooks

5.Students discuss terms with peers

6.Students participate in games that allow them to play with the terms

In your table group, discuss the picture you received.

Determine if this picture represents authority. Why or why not? How does it represent authority? Is there a particular audience this picture

may speak to?

Activity

Authority

Authority

Authority

Authority

Authority

Authority

Authority

Authority

Authority

Authority

Use news websites to find articles that includes the words in context Tween Tribune CNN MSNBC Time for Kids Scholastic News Online

Connecting Vocabulary to Text

Let’s Look Up Articles

Underestimate Immoral Empower Devalue Benefit Transaction Universal Contentment

Uniform Kilometer Verify Dormitory Destruction Solar Transmit Minimize

“Without knowing the force of words, it is impossible to know more.” ― Confucius