Vocabulary

Make Words Your Own Routine

1
Decades of research have confirmed the important role that vocabulary plays in reading
comprehension and in students’ overall academic success (Hiebert & Kamil, 2005). Immersing
students in rich and varied language experiences permits them to learn words through listening,
speaking, reading, and writing. In this new view of robust, explicit instruction, vocabulary is
introduced using a consistent, predictable routine (Beck et al., 2002). Follow these steps to help
students make words fully their own, so that vocabulary can be accessed at will in a variety of
situations.
1. Pronounce  Guide students in correctly pronouncing the word (by syllables and as a whole).
Have students repeat the word after you multiple times; you may want to have ELLs repeat
syllable-by-syllable before building up to the whole word. Point out appropriate spelling
patterns. For higher-level students, point out if the word is a compound word, includes prefixes
or suffixes, or has Latin or Greek roots. For example: The word structure includes the Latin root
-struct, which means “to build.” Knowing that, what do you think the word destruction means?
2. Rate Word Knowledge  Have students use the rating scale provided on the student page
to show how well they know the word. Students can hold up one, two, or three fingers to Unit 1 Vocabulary Rating Scale

indicate word knowledge or use the Vocabulary Rating Scale provided online. Level A  Vocabulary
Rating Scale 1
= I have never seen
 Vocabulary
Rating Scale 2
= I am not sure of the
 Vocabulary
Rating Scale 3
= I know this word and can
this word before. word’s meaning. teach the word’s meaning to

3. Explain  Refer to the examples in Prepare to Read to provide a clear, student-friendly

someone else.
Key Vocabulary
adjust   
agree   

explanation of the word’s meaning. Provide any synonyms and/or antonyms that students may angry
appreciate
change
community













be familiar with. For example: The word opponent means the person or team who is against you. culture
curious
different










A synonym is rival, and an antonym is teammate. Our opponents in next week’s basketball game are
familiar   
festival   
immigrant   
learn   

the Cougars from Lake Middle School.

leave   
native   
neighborhood   
opportunity   
ordinary   

4. Study Examples  Encourage students to think about how and why words are being used
population   
relative   
strange   
tradition   

in example sentences. Systematic use of tools such as word squares, definition maps, and
understand   
value   
Academic Vocabulary

vocabulary study cards provides students with the opportunity to study words in various
analyze   
arrange   
collect   
compare   

contexts.
context   
explain   
topic   

5. Encourage Elaboration  Students elaborate word meanings by generating their own

examples and through practice. Choose from these techniques: © NGSP & HB Page 1 of 8 Unit 1 Level A Vocabulary Rating Scale

•  Role-play, drama, or pantomime

Vocabulary Rating Scale
•  Create a drawing or visual representation
• Generate more examples. Build schema by creating a list of examples within a specific
category. For example: A mammal is a warm-blooded animal that feeds its young with milk.
Human beings are mammals. What other animals are mammals? (cat, dog, whale, elephant,
cow, etc.)
• Prompt a discussion by asking open-ended questions. For example, to elaborate on the
word standards, say: Talk about standards that you have chosen for yourself and your own life.
6. Assess  Check student understanding through both informal, ongoing assessment and
summative evaluations. In all cases, assessments should go beyond simple memorization or
matching, requiring students to demonstrate a deeper level of thinking and understanding.
The following are examples of assessment types that require deep thinking:
• Students complete a sentence that requires giving an example or explaining the word.
For example: The workers struggled to . (lift the heavy boxes, move the large
sofa, etc.)
• Students complete a sentence with the target word. For example: Because I didn’t want to be
late to class, I took the of setting my clock ten minutes ahead. (precaution)
• Ask students to identify appropriate use in a sentence. For example: Which sentence makes
sense? It is an American tradition to celebrate July 4th with fireworks. OR It is an American tradition
to play soccer on Labor Day.

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 Vocabulary
Vocabulary Notebook Routine
2
Materials Dedicated section of three-ring binder or spiral-bound notebook; print or online
student dictionary
1. Before explicitly teaching key words, have students conduct a self-assessment by completing a
Word Awareness Scale for each word. (After students work with the
word in multiple vocabulary routines, ask them to re-rate their word knowledge.)
2. Model how to record information for each key word, including a student-generated
example and a definition. Students can develop the information individually or with a
partner. Although students can consult a dictionary for help, discourage them from directly
copying definitions as this requires little thought or understanding.
3. In addition to the example and definition, encourage students to include other helpful
information. For example, a phonetic respelling may help them remember how to
pronounce the word. Sometimes, a synonym and antonym or a common prefix, root,
or suffix will help jog the students’ memory of the word’s meaning. For some words, students
may draw a picture, diagram, or cartoon.
4. As extra support for English language learners, suggest they include a translation of each
key word and examples in English of multiple meanings for the word.
5. To foster word consciousness, encourage students to add to the notebook interesting
words that they come across in other sources: outside reading, conversations, the Internet,
music CDs, etc.

arene ss Scale
Word Aw ve heard
of the I know
a v e n ev er I ha , but I don’t the word
.
ize I h en the word
at it mea
ns.
It means
I recogn . se know wh stand it,
c o n te xt b e fo r e, e r
it in rd To und ing to
has wo to learn
I think it g so I am go
word somet h in u t it I w il l
h a b o
to do wit
ll
doing we
advanced examples
look for
ment
disagree
potential

conflict
look up
s
synonym
inevitable

rd
rb ; to m ove forwa
dv e
advance s o I advance
d
t he t e st
I passed t level.
x
to the ne ed
on y m : progress
syn w
: withdre
antonym

2002
wn, Kucan,
eck, McKeo
Source : B

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 Vocabulary
Vocabulary Study Cards Routine
3
Materials 3˝ x 5˝ index cards; thesaurus and pronunciation guide (optional)
Have students create a study card for each key word they wish to learn.
1. Demonstrate how to use the Frayer Model graphic organizer. Show students how to add the
information to the model by writing the word in the center, a student-generated definition and
characteristics of the word at the top, and an example and non-example in the two bottom
cells. Encourage students to draw on prior knowledge to come up with examples and non-
examples from their own life.
2. Turn the card over and model how to note additional information about the word’s
pronunciation, synonyms and antonyms, connotation, word relationships, and a sample sentence.
3. Introduce 4-Corner Vocabulary as another option for a study card. Demonstrate how to use
this method with a common word.
4. Suggest that students use these study cards as word sorts for periodic cumulative review and to
prepare for vocabulary tests by self-and partner-testing. As words are learned, cards could be
discarded or given to a partner or class set. Study cards could also be used as flip books.

Frayer Model

Definition Characteristics
never changing, never changing,
boring boring

monotonous
A boring movie An exciting
where nothing movie with a
Pronunciation mu•no•tu•nus ever happens lot of action
Synonyms unchanging, boring Example Non-Example
Antonyms changing, exciting
Connotation negative
Word Family monotony, monotone
Sentence The movie was so monotonous,
I almost fell asleep.

4–Corner Vocabulary

Word Picture

property

Word in Context Definition

My parents have a piece of land
owned property or real estate
for many years.

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 Vocabulary
Wordbench Routine
4
Use a Wordbench to provide explicit instruction in spelling, morphemic analysis, word families,
and cognates.
1. Display these two questions in a prominent place in the classroom:
Do I know any other words that look like this word? Are the meanings of the look-alike words related?
2. Use these questions to examine new vocabulary with students. Display a word and explain
that this is like a carpenter’s workbench, where you can take a word apart and put it back
together.
3. Have students pronounce the word and divide it into syllables. Then ask them to name
other words that look like it. List the words and invite students to underline and “spell out”
the letters that make up the common parts.
4. Next, focus on meaning by asking students what each familiar word means. Refer students
back to the passage where the new word appears. The more examples of its use that you can
provide, the better. Then ask: Does the meaning of the word you know relate in some way to this
new word? If so, how?
5. If the two words are related in meaning,
lead students in exploring the word
relationships. Discuss their common Wordbench
roots, affixes, and word origins. Then
point out the differences between the
words—spelling, pronunciation, affixes,
judicial
etc. ju-di-cial
6. Encourage students to add insights judge judgment
from the Wordbench to their
Vocabulary Notebooks and
justice justify
Vocabulary Study Cards. Remind jud= law
them that they can draw on their -ial=relating to
knowledge of word relationships and
Meaning : having to do with
cognates to figure out the meanings of laws and courts
new words during reading.

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 Vocabulary
Text Talk Read-Aloud Method Routine
5
The Text-Talk method (Beck, et al., 2002) teaches text-specific vocabulary after a story or
passage has been read aloud to students.
1. Read Aloud  Write the target words on the board or a transparency. Read aloud the text
or excerpt; as you are reading, pause to provide a short explanation of each target word as
you reach it in the text, as well as any other words that may affect comprehension. Don’t let
your explanations break the flow of your reading; you will be explaining the target words more
fully after reading the story or passage. If your target words were tradition, celebrate, purpose,
and freedom, you would do the following:
• For the target word tradition, pause and say: A tradition is a belief or way of doing things.
• For the target word celebrate, pause and say: To celebrate is to have a party or other special
activities to show that an event is important.
• For the target word purpose, pause and say: A purpose is a reason for something.
• For the target word freedom, pause and say: Freedom is the power to do, say, or be whatever
you want.
2. After Reading  After reading the story or passage, explain the meanings of the target
words more fully. Use the Make Words Your Own routine (PD33), which includes these
steps: Pronounce, Explain, Study Examples, Encourage Elaboration, and Assess.
3. Bring the Target Words Together  After you introduce the target words one at a
time, give students opportunities to use the words together.
•  One Question  Using all the target words, create one thoughtful question and ask students
to answer it. For example, if your target words were tradition, celebrate, purpose, and
freedom, you could ask: Which U.S. tradition has the purpose of celebrating people’s freedom?
•  Questions: Two Choices  Form a question that requires that students choose the best
target word between two options. For example, ask: If a group of people always wears the
color red to celebrate a holiday, is it a tradition or a purpose? (tradition)
•  Questions: One Context  Form a question for each of the target words, keeping all
questions within a single context. Ask students to answer the question set. For example,
if the single context is learning about Thai culture, you could ask: What tradition do Thai
farmers have after the January rice harvest? How do Thai families celebrate the New Year? What is
the purpose of the wai gesture? Why is freedom important to Thai people?
•  Questions: Same Format  Use a consistent format to form a question for each target
word. Encourage students to explain their answers. For example, ask: When you follow
a tradition, are you doing something original or something many people do? When you have a
celebration, are you excited or bored?
•  Prompts  Create a discussion prompt for each of the words. Be sure your prompts are
open-ended, and encourage students to answer creatively. For example, ask: How could you
and your classmates create new traditions? If you wanted to celebrate your friend’s birthday, what
would you do?
4. Extend Word Use Beyond the Classroom  In order to develop a rich, deep, and
lasting understanding of new vocabulary, students require multiple exposures to target words
in more than one context. Encourage students to think about and use target words beyond
the classroom as often as they can.

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 Vocabulary
Word Sorts Routine
6
Materials  3˝ x 5˝ index cards or narrow paper strips
Students explore word relationships by sorting, or categorizing, words into groups.
1. Have students write a word on each card or paper strip. You can have students do a closed sort by providing
the categories of how the cards should be sorted. Choose closed sorts when progress monitoring indicates
that students need additional review, reinforcement, or practice with particular skills.
When students need to apply spelling and structural analysis for more advanced vocabulary development,
use sorts for spelling patterns:
• number of syllables
• common affixes
Part of Speech Sort
• derived vs. non-derived forms
When students struggle with grammar and Nouns Verbs Adverbs
syntax, use the following sorts:
abstract (n.) adhere (v.) ethically (adv.)
• Part of speech
dilemma (n.) advocate (v.) desolately (adv.)
• Formal and informal language
reinforce (v.) deliberately (adv.)
• Words with cognates (for English learners)
When students are learning to synthesize ideas or
analyze word choice, use the following sorts:
• Related meanings or concepts
• Multiple meanings Number of Syllables Sort
• Positive or negative connotations
When students grapple with science or social studies 2 3 4 5
concepts, use the following word sort: ab-stract ad-vo-cate des-o-late-ly de-lib-er-ate-ly
• Subject areas ad-here di-lem-ma
Another option is an open sort where you provide e-thi-cal
students with a list of words only. Then students
re-in-force
work together to identify the common patterns
and attributes of the words on their own. Open
word sorts foster creativity, support student
independence, motivate students, and foster word
consciousness. List-Group-Label Sort
2. When students have sorted the cards, ask students Topic: War
to explain their sorts. Then have them create a
chart or web to record the word relationships they
general planes courage
discovered. soldier weapons uniform
3. Finally, encourage students to sort the words plan fear spy
again using different categories and to once
again record the information in a graphic organizer.
People Tools Feelings Actions
4. List-Group-Label is a more sophisticated version general planes fear plan
of a word sort.
soldier weapons courage spy
• Students brainstorm words associated with a
topic. uniforms
• Students look at the word list and group words
into different categories.
• Then students label the categories.
When students are sorting words, supply a “parking lot” category for words that might not fit existing
groups. Additionally, allow students to assign one word to more than category when appropriate.

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 Vocabulary
Graphic Organizers Routine
7
Materials  Overhead projector; models of completed graphic organizers (optional)
Students can use graphic organizers to visually represent dimensions of word meanings and build
connections between groups of semantically connected words.
1. Word Web  A Word Web shows the meaning(s) and examples of
a key word. The key word is written in a central oval, with spokes
connecting it to its various meanings and examples. A word web is
ideal for the study of polysemous (multiple-meaning) words and their
synonyms.
Word Web
2. Semantic Map  In a Semantic Map, students group words related
to a predetermined concept. Semantic maps are adaptable to a number
of different topics and contexts. You may want to develop an initial beliefs,
attitudes, and
semantic map based on a preview of a reading selection and then revise behaviors shared by
and expand it after students have finished reading the text. a group cognate:
3. Five Senses Web  A Five Senses Web is a good way to make culture (n.) cultura
a word memorable. Students write a word in the center oval.
Then they imagine the different sensory images the word conjures culture (v.)
up in their minds. also means to grow
microorganisms, like in
4. Matrix Grid  A Matrix Grid is a good way to quickly compare things a Petri dish
in a category. Students write the category at the top of the first column.
Below it, they list examples of items in the category. Across the top they
list the attributes or key features of things in the category. Then they go
through each example, deciding whether or not it has each feature they
listed. A plus sign (+) indicates that it does; a minus sign (-) means that it
does not. When the grid is complete, students can see at a glance how Semantic Map
the items are similar and what makes each one unique.
5. Denotation and Connotation Chart  In a Denotation and Extreme Weather
Connotation Chart, students determine the feeling that the word
suggests. This can help students choose the best word when they
are trying to describe something.
thunderstorms tornadoes
Matrix Grid dangerous destructive
Instruments Wood Body Metal Body Strings Pedals
piano - + + clusters violent
+
guitar + - + -
warning severe
saxophone - + - -

Five Senses Web

Denotation and Connotation Chart

Example from tastes like...

Word Denotation Connotation smells like...
My Life oatmeal
rotten eggs feels like...
steady “not changing, when the beat in 1 positive
constant” a song stays the 3 neutral a wet coat
same looks like... melancholy
1 negative
a rainy day sounds like...
monotonous “not changing; when the beat 1 positive
“blues” music
repetitious and in a song is 1 neutral
dull” boring 3 negative

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 Vocabulary
Discuss Author’s Word Choice Routine
8
Structured discussions about authors’ word choices provide students opportunities to extend
their knowledge of known words, learn new words, and realize how specific words shape the
meanings of texts.
1. To introduce word choice discussions to your students, first select 2 or 3 words or phrases
from a passage that are especially effective in shaping meaning and tone, engaging feelings, or
triggering sensory images. These terms often have strong connotative or figurative meanings.
2. After students read the passage, use the eEdition to display a page containing the words
or phrases that you selected. Briefly describe word choice by saying: Authors choose words to
grab your attention and influence your thinking. These words suggest important ideas, positive or
negative feelings, and sensory images. Identifying these words and talking about them adds to your
understanding of the word and of the text that you’re reading.
3. Then model how to analyze an author’s choice of words. For instance, for “The House on
Mango Street,” say:
Sandra Cisneros writes: “She trudged up the wooden stairs.” The word trudged grabbed my
attention. This word tells me the character, Esperanza, feels tired or unhappy about where she
is going. I imagine her walking slowly and with heavy steps. If the author used the words raced or
skipped up the stairs to describe the scene, I would think Esparanza feels excited or happy, and
I would think about her differently.
For the selection, “Outliers,” you could say:
Malcolm Gladwell writes: “The people at the very top don’t work just harder or even much
harder than everyone else. They work much, much harder.” I notice that Gladwell uses the
word much two times in the second sentence. This repetition tells me that it is important to realize
that top performers put in far more work than lower performers.
4. Display the page containing other words you identified, and have students chorally read
the sentences in which they appear. Then collaboratively discuss with your students the
author’s choices of the particular words or phrases. Use the following questions to generate
discussions about word choice:
• Why do you think the word(s) is/are important?
• How does/do the word(s) make you feel? Language Frames
• What images does/do the word(s) create for you Identify Words or Phrases
as a reader? • I think the word(s) is/are important because
5. Have pairs or small groups of students identify 2 or 3 .
additional noteworthy words or phrases. Then invite the • T he word(s) makes/make me feel .
pairs or groups to compare the words they identified. Display
language frames like those shown to support English language • T he words create images of .
learners.
6. Have students add the new words to their Vocabulary Language Frames
Notebooks using to Step 5 in Vocabulary Routine 2 (PD
34). Encourage students to record the following details in their Discuss Word Choice
notebook entries:
• The author probably chose the words to make
• The context for the word and citation of the passage me think .
• Why the word is important • The words tell me that .
• The feeling or image the word creates • The author used the words because .
7. Gradually release to your students the responsibility for • The words made me feel positive/negative
discussing authors’ word choices. Before reading a new about because .
passage, remind students to be prepared to talk about its
noteworthy words. After reading, have students discuss the
• The words made me use my senses to
.
author’s use of noteworthy terms and add them to their
Vocabulary Notebooks. Use additional language frames like the • If the author had used the word instead of
ones shown at right to promote academic discussions. Fade , I would think .
out the use of prompts and language frames gradually so your
students independently discuss the words that authors choose.
• The word _____ seemed like it didn’t belong in the text,
but it does belong because .

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 Vocabulary
Games and Drama Routine
9
Games motivate students to be word conscious while actively manipulating and using language.
Drama activities allow students to explore word meanings through a total physical response.
Games are especially beneficial for English language learners since they create an authentic
context for social interaction and build listening and speaking skills; pantomime and charades
are ideal for students who have limited oral vocabularies. In addition to the time-honored
20 questions, classroom baseball, and Pictionary®, make the following games and drama
activities part of your daily vocabulary routines:
1. Stump the Expert  Designate an expert. A stumper presents a definition and the expert
has 10 seconds to produce the term. If the expert responds accurately, the next stumper
offers a challenge. This continues until the expert is stumped, or until the expert answers a
set number of challenges and earns applause or a prize. The person who stumps the expert
becomes the next expert.
2. Around the World  A student designated as the traveler moves from his or her seat and
stands by a student in the next seat. Give the traveler and the challenger a definition; whoever
correctly identifies the word first is the traveler and stands by the student in the next seat. A
traveler who continues responding first and returns to his or her seat has successfully gone
“Around the World.”
3. Whatta’ Ya’ Know  Pose yes/no questions using two key vocabulary words. You or your
students can make up the questions. The responses can be written or stated orally, and one
hand can be raised for yes and two hands for no. For instance, the following questions might
be asked about words associated with volcanoes: Are volcanoes made of lava? Do igneous rocks
come from magma?
4. Rivet  For this variation of the game Hangman, choose a key vocabulary word (such as
ecology). On the board, make a blank for each letter in the word: _ _ _ _ _ _ _. Fill in the
blanks by writing one letter at a time: e c o _ _ _ _. Pause briefly after you write each letter
and encourage the class to guess the word. When someone identifies the correct word, have
that student come to the board and fill in the blanks with the remaining letters.
5. Vocabulary Concentration  Write one key vocabulary word per index card. Write the
definition of each word on a separate card. Tape the cards, blank side showing, to the board,
placing word cards on one side and definition cards on the other. Call on a student to choose
one card from each side of the board, read the two cards aloud, and say whether the word
and definition match. If the definition matches the word, the student keeps the cards and tries
to make another match. If the word and definition do not match,
the student replaces the cards on the
board and another student has a turn.
Continue playing until all cards have
been matched.

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 Vocabulary
Games and Drama, continued
Routine
9
6. You Made That Up!  Each student uses a dictionary to find an unfamiliar word and
writes the word on an index card. On the card, the student also writes the real definition
of the word. He or she then makes up and writes two phony definitions. One student says
her or his word and reads all three definitions, in no particular order, and calls on another
student to tell which definition is correct. If that student makes the right choice, he or she
takes over. If the choice is wrong, any other student can raise a hand and volunteer the
correct answer.
7. Multiple Key Word Skit  Groups can work together to create and act out a skit
with dialogue that includes at least five of the key words. Allow groups a few minutes of
preparation time to brainstorm ways that the words relate to each other. You may wish to
award points for the most original skit, the most humorous, or the most accurate use of the
words’ meanings.
8. Charades  Students can play Charades to pantomime an action or emotion associated with
a key word or phrase.
• Write out words or phrases on index cards and place them in a stack.
• Arrange students in teams; one member of a team takes a card and acts out each word or
syllable of a word using only physical signals. His or her teammates must guess the word or
phrase being acted out.
• A time-keeper from the other team monitors the time, and the team with the lowest time
score after a full round wins.
9. Synonym Strings  Have teams compete to form synonym strings. Arrange the class in
two teams and assign a starter word, such as talk, to each team. Teams then work to come
up with as many synonyms as they can, and act out the meaning of each one. For example,
for the starter word talk, students might come up with babble, blab, chat, drawl, intone, squeal,
yell, etc. Synonyms can be checked in a thesaurus or against a teacher-generated list. Building
synonym strings leads to distinguishing denotations/connotations and shades of meaning.
10. Picture It  On the board, write several key vocabulary words. Arrange students in small
groups. Assign each group a place to work in the classroom, along with a sheet of chart
paper and a marker. Explain that group members are to work together to choose one
vocabulary word without announcing what that word is. Then they must decide how they
can show the word’s meaning in a drawing. They must also choose only one member to
make the drawing. Call on a group and allow the drawer 15 to 30 seconds to complete the
picture. Have the other groups talk quietly about
the picture. When group members agree on the
word, they designate someone to raise a hand
and give the answer. The group that guesses the
word correctly gets 1 point. The drawer for that
group goes next, and so on. Continue until one
group has collected 3 points.

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 Vocabulary
Word Generation Routine
10
Materials  Board, chart paper, or transparency; dictionary (optional)
Students explore how words are related, expand vocabulary, and learn or apply spelling patterns
and rules by looking at word parts.
1. Write a root, prefix, or suffix in the center of the board or paper and circle it.
For example: im-.
2. Ask students to generate other words with that word part.
3. Draw lines from the center circle out and write the generated words at the end of the lines
forming a sun. For example: imperfect, impossible, imbalance, immature. Students can use
dictionaries to help them generate additional words that suit the word part.
4. Look at the generated words and see if students can get the meaning of the word part. Ask
them: What do possible and perfect mean? How does the prefix im- change the meaning of the
words? Define im-.
Note: Sometimes students say words that don’t fit the root or affix meaning. Example: imitate.
That’s okay. It’s a teachable moment. Remind students: English words come from many
different places. Certain letter combinations can give you clues about prefixes, suffixes,
or roots. Some words do not follow those rules.

Word Generation Diagram

immature
immaterial
immeasurable
im-
imbalance
impossible
imperfect

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 Vocabulary
Word Poems Routine
11
Materials  Board, chart paper or transparency
Using key vocabulary or other words from a selection in a less structured way provides
opportunities for students to expand their vocabulary skills. Poetry is a great way to
accomplish this.

1. Concrete poems  Students draw a meaningful shape or object and write words along the
outline of the shape, so words look like the physical shape. Example: Student draws a volcano
and along the outline writes: lava, magma, cone, flow, and ash.

2. Diamante poems  Diamante poems are 7 lines long.

Line 1:  Students select or are assigned a key word.
Line 2:  Two adjectives that describe line 1
Line 3:  Three action verbs that relate to line 1
Line 4:  Two nouns that relate to line 1, and 2 nouns that relate to line 7
Line 5:  Three action verbs that relate to line 7
Line 6:  Two adjectives that describe line 7
Line 7:  One noun that is the opposite of or contrasts with line 1

3. Cinquain poems  Cinquain poems have different patterns. Have students work together
to complete the pattern below with a vocabulary word.
Line 1:  A noun
Line 2:  Two adjectives
Line 3:  Three -ing words
Line 4:  A phrase
Line 5:  Another word for the noun

Concrete Poem Diamante Poem Cinquain Poem

ash Winter Spaghetti

  c

Rainy, cold Messy, spicy

a
agm

one

Skiing, skating, sledding Slurping, sliding, falling

Mountains, wind, breeze, ocean Between my plate and mouth
  m

  f

Swimming, surfing, scuba diving Delicious

low
lava

Sunny, hot
Summer

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 Vocabulary
Reteaching Key Vocabulary Routine
12
Reteaching Routine
Group students who did not master the Key Vocabulary or Academic Vocabulary. Use the
following routine to reteach each word.
1. Find and Say the Word  Point out the word in the Prepare to Read section in the
Student Book. Say the word and have students repeat it after you. Then have the students
locate the word in the selection, repeat the word after you, and read aloud the sentence in
which the word appears. For Academic Vocabulary, point out the definition in context.
2. Learn the Meaning  Read aloud the definition of the word. Then elaborate by restating
the meaning using different words and giving additional examples.
For example, to reteach the word village you might say: A village is a place where people live. It
is smaller than a town. A village might be made up of just a few houses. Then you might show a
drawing of a village in a work of fiction and a photograph of a village in a modern rural setting.
You can also help students look up the word in a dictionary to confirm its meaning.
3. Make Connections  Discuss with students when they might use the word. For example,
they might hear the word village in a social studies class or read it in a story.
4. Write and Remember  Have students record each word at the top of a separate page
in a notebook in order to create a personal dictionary. Ask them what they notice about its
sounds and spelling. Then have them make a Word Map to help them remember the word. If
they have already created a Word Map, you can suggest other ways to help them remember,
such as:
• making a drawing to illustrate its meaning
• copying the word, with its phrase or sentence context, when they see it in print
• writing a sentence with the word, or
• writing the translation of the word in their home language.

Word Map

What is it? Word: What is it like?

place where village smaller than a town,
people live not many houses

What are some

examples?
Maravatio, Mexico

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