Teaching Vocabulary

Pre-Teaching Vocabulary

+ Pre-Teaching Vocabulary:

An Example for 2nd-5th Grades

1. Teacher says the word and asks students to repeat the word three times.

2. Teacher states the word in context from the text.

3. Teacher provides the dictionary definition(s).

4. Teacher explains meaning with student-friendly definitions.

5. Teacher highlights grammar, spelling, polysemy, and so on.

6. Teacher engages students in activities to develop word/concept knowledge.

7. Teacher reminds students how/when to use the word.

+ Example for 5th Grade

1. Say manage three times.

2. Although many species manage to survive such

extreme . . .

3. (1) succeed in doing something difficult; (2) to be in

charge of, to run: manage a company.

4. I managed to lose ten pounds by exercising. My father

manages that store.

5. Manage is a polysemous word. Manejar is the cognate;

it also has multiple meanings (to drive, to manage).

6. Think-pair-share: What have you managed well

recently?

7. Remember to use manage in your summaries.

Pre-Teaching Vocabulary

Debrief

+ Benefits of

Pre-Teaching Strategies

Collaboration

+ Benefits of

Pre-Teaching Strategies

Collaboration

Helpful to hear others’ examples

+ Benefits of

Pre-Teaching Strategies

Collaboration

Helpful to hear others’ examples

Lots of practice

+ Benefits of

Pre-Teaching Strategies

Collaboration

Helpful to hear others’ examples

Lots of practice

Students talking as much as teacher

+ Benefits of

Pre-Teaching Strategies

Collaboration

Helpful to hear others’ examples

Lots of practice

Students talking as much as teacher

Personal examples will be remembered

+

1. Teacher says the word.

2. Teacher states the word in

context from the text.

3. Teacher provides the dictionary

definition(s).

4. Teacher explains the meaning

with student-friendly definitions.

5. Teacher asks three students to

repeat the word times.

6. Teacher engages students in

activities to develop

word/concept knowledge.

7. Highlights features of the word:

polysemous, cognate, tense,

prefixes, and so on.

1. Weather can have a big

effect on your life.

2. Say effect three times.

3. The result or consequence of

something

4. Influence, or the power to

make something happen

5. Two cups of coffee in the

morning have a big effect on

me—I can’t sleep at night!

6. What has had a big effect on

your life recently? TTYP.

7. How do we spell effect?

What other word is similar?

Teaching Concepts/Vocabulary

+

Say the words:

1. Sleepily

2. Suspiciously

3. Joyfully

4. Sadly

5. Softly

6. Loudly

7. Louder

8. Laughing

9. Whispering

faithful

stubborn

awesome

awkward

impish

stern

illuminated

More Examples for Step 6

Come up with a long,

sophisticated, complete

sentence using the word __________________

Think-Pair-Share

+ Your Turn

Come up with a clever Step 6

for one of the words from your

Tier 3 or Tier 2 column

Pre-Teaching Vocabulary

Demo

+ Classroom Observation

Pre-Teaching Vocabulary

Math lesson on quadrilaterals

Tier 3 words using the 7-step process

Timing of Step 6, student activity?

+ Classroom Observation

Compare Amanda’s vocabulary

lesson to the seven-step

process found on handout page

46, and describe what’s notable

about her teaching.

+ Pre-Teaching Vocabulary:

Seven-Step Process

1. Teacher says the word and asks students to repeat the word three times.

2. Teacher states the word in context from the text.

3. Teacher provides the dictionary definition(s).

4. Teacher explains meaning with student-friendly definitions.

5. Teacher highlights grammar, spelling, polysemy, and so on.

6. Teacher engages students in activities to develop word/concept knowledge.

7. Teacher reminds students how/when to use the word.

Demo Debrief

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Students did well on the ping-pong

activity, equal turns, helped each other

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Students did well on the ping-pong

activity, equal turns, helped each other

Timing was good

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Students did well on the ping-pong

activity, equal turns, helped each other

Timing was good

Giving an example set up the task well

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Students did well on the ping-pong

activity, equal turns, helped each other

Timing was good

Giving an example set up the task well

Sharing an example that was heard made

kids feel great

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Gathered data concerning students’

understanding

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Gathered data concerning students’

understanding

Incorporated word study into lesson

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Gathered data concerning students’

understanding

Incorporated word study into lesson

Had 100% participation

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Gathered data concerning students’

understanding

Incorporated word study into lesson

Had 100% participation

Encouraged polite interaction

+ Debrief Compare Amanda’s vocabulary lesson to the

seven-step process found on handout page

46:

Gathered data concerning students’

understanding

Incorporated word study into lesson

Had 100% participation

Encouraged polite interaction

Got students to use the language

themselves

Kids Debrief

+

What did you do in class

today?

+

What did you learn?