Academic VocabularyJennifer Evans

Assistant Director ELA

St. Clair County RESA

Evans.jennifer@sccresa.org

http://www.protopage.com/evans.jennifer#Untitled/Home

Grade 2 Vocabulary Video https://www.teachingchannel.org/videos/imp

roving-student-vocabulary?fd=1

Dr. Anita Archer Podcasts http://www.scoe.org/pub/htdocs/archer-vide

os.html

Vocabulary Videos

Academic Vocabulary ExamplePronounce the word – terrible -- kids repeat the word with you several times

Explain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible.

Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).

Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.

Engage students in a read aloud where students identify the vocabulary words as they are read.

Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud.

Be sure to include pictures, video, text, a graphic organizer, sharing, and an exit ticket.

terrible

Use illustrations or

videos to visualize the

word

1. Choose word (tier II)2. Explain Meaning3. Repeat word several times

Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).

Fill in the Blank

Act it Out

Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.

Think – Pair - Share

Engage students in a read aloud where students identify the vocabulary words as they are read.

Read Aloud

terrible

Concept WheelSelect one term for the concept wheel – terribleBrainstorm what kids know about the word and its meaning.Write the word in the first quadrant.Think of three more key ideas about the word to add to the graphic organizer

ILLUSTRATE AND ASSOCIATE

Vocabulary Word Picture of Word

Brief Definition Antonym/Nonexample

Create your personal sentence

ILLUSTRATE AND ASSOCIATE

Vocabulary Word Picture of Word

Brief Definition Antonym/Nonexample

Create your personal sentence

silent

Being very quiet noisy

The classroom was silent on the weekend.

Create Anchor Charts or Posters Have students present examples and non-examples for the

vocabulary word Ask deep processing questions

◦ Answer questions “Would you prefer to have a festive day or an ordinary day?”

◦ Create Examples What is something that a good citizen might do?

◦ Make Choices If any of the things I name can hatch, say hatch; if not, say nothing: a

train, a chicken, a jar of jam, a snake, a tadpole, a horse.◦ Pantomime

Show me how an eagle soars, a rocket, an airplane.◦ Personal Context

Some people are fond of fishing. Tell about something you are fond of. Use the word fond when you tell about it.

◦ Synonyms and Antonyms Name a word that means the opposite of genuine; name a word that

means about the same as genuine.

Apply the Learning: A Menu

Least - - - - - - - - - - - - - - - - - - Most

How happy would you be if . . . ◦ your mother urged you to have a second piece of

candy? ◦ least happy - - - - - - - - - - - most happy

◦ everyone in your class looked glum?◦ least happy - - - - - - - - - - - most happy

◦ there was a downpour on your class picnic?◦ Least happy - - - - - - - - - - - most happy

Sentence Stems

How precious would something be . . .

if _____

if _____

if _____

How reluctant would you be . . .

if _____

if _____

if _____

Sentence Stems

Based on what I read, I would connect _______ and _______ because ________________________

____________________________________________.

Example from Brave Irene:

Based on what I read, I would connect reluctant and insisted because although her mother insisted she leave the closing laundromat, Lisa was very reluctant to listen until she found Corduroy.

Connect Two

Something new that I learned today is…

Exit Ticket

1. Select a book 2. Identify one

academic vocabulary word from the book

3. Create your plan to include:

a picture

definition

fill-in-the-blank

repeating

action

read aloud

concept map

exit ticket

Practice

1. Introduce the word –

repeat

2. Explain the meaning

(illustrate)

3. Fill in the blank

4. Act it out5. Share an example

6. Identify in text

7. Graphic Organizer

8. Exit Ticket Assessment

Vocabulary Strategies Review