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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?
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