Transcript Comprehension Interventions

COMPREHENSION AND
VOCABULARY INTERVENTIONS
CLOCK HOUR INFORMATION

If you “saved” your clock hour forms from the 1st
intervention training (at a school building), you
can add tonight’s training.
Make sure to include that training date as well as
tonight’s.
 The total clock hours will be 6
 The fee will be $6


If you did not save your form, you can still get
clock hours tonight.
Total clock hours for tonight is 3
 Total fee for tonight is $5


If you are Title 1, LAP, or a coach, please indicate
next to your name on the sign in.
LEARNING TARGETS
I can explain why comprehension instruction is
important.
 I can name specific comprehension strategies.
 I can create QAR questions.
 I can explain why vocabulary instruction is
important.
 I can choose specific vocabulary strategies.
 I can plan a week’s worth of vocabulary lessons
using the strategies from tonight’s work.

NORMS

Be present in your learning.

For those of us on different ends of the learning
continuum, please value those of us still learning.
Honor the presenter by listening.
 Take care of your needs whenever you need
them.

Vocabulary
Makiing Meaning
Strategies
ELI Strategies and
Reading Street
ELI Strategies
Reading Street Vocab Book
Fluency
Making Meaning strategies
Skill Builders
ELI Strategies and
Reading Street
Phonics
6 minute solution
Templates
Phonics for Reading
ELI Strategies and
Reading Street
Syllaboards
Phonemic
Awareness
SIPPS
Road to the Code
Templates
ELI Strategies
Road to the Code
Phonemic Awareness in
young Children
SIPPS Beginning
Template
Reading Intervention Materials Training Matrix
All Staff:
Diagnosing and identifying Reading Problems
Using the Diagnostic Tool/I've Dibeled Now What?
Comprehension
COMPREHENSION
FOUNDATION NOTES
DISCUSS WITH YOUR TABLE GROUP
What is reading comprehension?
 Why is comprehension important?
 What instructions help students develop
comprehension?
 How can we adopt instruction for students with
special needs?
 How can we monitor students’ progress in
comprehension?

WHAT IS READING COMPREHENSION


Comprehension is critically important to the
development of children’s reading skills…it’s the
essence of reading. It is a complex cognitive
process that requires an intentional and
thoughtful interaction between the reader and
text.
Development and application of comprehension
strategies is intimately linked to student success.
Lastly, comprehension is not a product of
reading, but as a result of the active engagement
between the reader and the text, and not the
activity or the context.
WHAT COMPREHENSION STRATEGIES DID THE
NRP IDENTIFY AS MOST PROMISING AND
EFFECTIVE?

The NRP (2000) identified the following
comprehension strategies as most promising and
effective for helping students improve their
comprehension:
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Comprehension Monitoring
Cooperative Learning
Graphic and Semantic Organizers
Story (or Text) Structure and Mapping
Questioning (Answering & Generating)
Summarization
Multiple Strategy Approach
KEY COMPREHENSION STRATEGIES
PRESSLEY
2000; RAND STUDY GROUP, 2002
Identifying important information
 Inferring/predicting
 Monitoring/clarifying
 Generating and answering questions
 Visualizing
 Summarizing
 Synthesizing
 Evaluating

MAKING MEANING STRATEGIES
THE 9 MAKING MEANING STRATEGIES
2.
3.
4.
5.
6.
7.
8.
9.
Retelling
Using schema/making connections
Visualizing
Wondering/Questioning
Making Inferences
Determining important ideas
Understanding text structure
Summarizing
Synthesizing
Less
Demand
K
/
1
Cognitive Demand
1.
4
/
5
More
Demand
STRATEGIES FOR STUDENTS

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Think Pair Share
Visualizing during read aloud
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How did you picture the part where it said, “The students
were squished on the bus.”? Who did you picture on slide?
How is that person coming down the slide?
Students connect discussion comments to those made
by another reader:
I agree with _______ because _________________.
 I disagree with ________ because _______________.
 In addition to what ________ said, I’d like to add
__________________.

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When talking with a partner, help them share more:
Tell me more of your thinking about ________.
 Let’s talk a little more about ______________.
 Another way to think about it might be ____________.
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STRATEGIES FOR TEACHERS

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Use sticky notes to mark the places vocabulary words
appear. You might write the meaning of the word on
the note to help you define it smoothly without
interrupting the reading.
Use sticky notes to mark stopping places in the book,
remind you of questions, or other important
information you want to convey.
For each skill, teach explicitly, model, and practice.
Discuss the story and make personal connections by
asking students:
What did you hear the second time reading the story that
you missed the first time?
 What does this story tell us about ________ (theme)? What
in the story makes you think that?

STRATEGIES FOR TEACHERS

Use Class Meeting format to discuss stories
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Class meeting rules
One person talks at a time
 Listen to one another
 Allow people to disagree
 Talk respectfully to one another

JR. GREAT BOOKS STRATEGIES
SHARED INQUIRY DISCUSSION
By using Shared
Inquiry Discussion
“students are encourage
to think critically and
deeply about the
meaning of what they
read, and to use
evidence from the story
to support their ideas”.
A TYPICAL WEEK
Day 1- First Read and initial questions are
formed
 Day 2- Second reading of text with directed notes
 Day 3- Discuss questions that were posed on first
day
 Day 4- Teacher chooses one inquiry question and
students write down their answer
 Day 5- Shared Inquiry Discussion followed by an
opportunity for students to change their thinking

TEACHER RESPONSIBILITIES DURING A
SHARED INQUIRY DISCUSSION
Choose the Focus Question
 Plan ahead passages that relate to the Focus
Question
 Only ask questions during the discussion
 Use a seating chart to keep
track of student ideas
 Move the discussion along
 by asking clarifying questions

SAMPLE SEATING CHART
Diojane
Miguel
x x
Maria
x
Believes
the
character
was
wrong
Diandre
x
Alex
Gary
Agrees
with
Diojane
Felicia
x
Wonders
why the
main
character
left at the
end.
Felix
Gustov
Agrees
with
America
Alejandro
America
Leslie
Jessica
STUDENT RESPONSIBILITIES DURING A
SHARED INQUIRY DISCUSSION
Read and understand the story
 Come prepared to discuss your answer to the
focus questions
 Be an attentive listener
 Ask questions of others
 Be open to new ideas
 Use the text to support
your thinking

ELI STRATEGIES
COOPERATIVE LEARNING WITH
RECIPROCAL TEACHING
Groups predict what they story will be about
using picture clues or story title.
 Groups generate questions

Who will the story focus on?
 Where will it take place?
 What problems might occur?
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Groups summarize the main parts of the story
 Groups determine if there predictions were
correct and clarify answers to the questions they
generated.
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GRAPHIC ORGANIZERS: THINK LINKS
1.
2.
3.
4.
The students read a selection
The teacher asks the student to identify the
main topic of the text and list words that
describe the topic.
The teacher asks students to give some
examples or more information from the text for
each one of the descriptive words that they
listed.
The students organize and link the information
using a web.
THINK LINKS
Words to
describe topic
Details
Words to
describe topic
Details
Words to
describe topic
details
Words to
describe topic
Details
Main Idea
QAR: QUESTION ANSWER RELATIONSHIPS
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Asking Questions:
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Gives a purpose for reading
Focuses attention on what must be learned
Helps develop active thinking while reading
Helps monitor comprehension
Helps review content
Relates what is learned to what is already known
(connections!)
Requires students to make inferences

(Armbruster, Lear, & Osborn, 2001)
QAR: QUESTIONS
Right There: You can put your finger on it. (What
was the score at the end of the game?)
 Think and Search: You can put your finger on 2
or more answers from 2 or more paragraphs.
(What are some of the things T.J. did?)
 Author and you: Information from the story and
you. You must think about what you already
know, what the author is telling you, and how
both fit together. (What are some other ways
Jake could have solved the problem?).
 On your own: Information just from you. (Have
you ever been the new student and what did it
feel like?)
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QAR TYPES OF QUESTIONS
From The
Text
Right There
Think and
Search
From
Experience
Author and
You
On your
own
STORY ELEMENTS GRAPHIC ORGANIZER
Story Elements
Name
Date
Title
Characters
Setting
Problem/Goal
Solution
Beginning
Middle
End
READING STREET RESOURCES
10 IMPORTANT SENTENCES
Sentences are the basic means of written
communication.
 Readers use sentences to build meaning in
context from text.
 10 important sentences manual

Provided for each selection in the student edition.
 Each sentence is logical and cohesive.
 Each sentence provides a key idea from the selection.
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Ten Important Sentences – 6 Three Minute
Activities
GRAPHIC ORGANIZERS
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Graphic Organizer Manual included in teacher
resource guide.
1 of the 7 most effect comprehension strategies
Contents includes “GO” organizers listed numerically
along with teaching pages which come after the
graphic organizers
Other graphic organizers not included on the SWIFT
page from grades 4-6 Graphic Organizer Book
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Main Idea
Venn Diagram
Cause and Effect
Time Line & Steps in a Process
3, 4, and 5-Column charts & Outline Forms A & B
MORE GRAPHIC ORGANIZERS FROM
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SWIFT site
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T-chart
Story Prediction
Story Prediction from Vocabulary
K-W-L
Question the Author
Story Sequence (A,B, & C)
Vocabulary Frame
Web (A & B)
Word Rating
Story Comparison
Story Elements
WRITING IN RESPONSE TO TEXT
WRITTEN COMPREHENSION RESEARCH
For active involvement of students in reading expository
text, have students:

Note important ideas, phrases or words in the
margins or write notes

While taking notes, attend to the author’s message
and evaluate what information is important
CONTINUED
Fountas & Pinnell. Guiding Readers and Writers, 2000
Carnine, Silbert, Kame’enui, and Tarver. Direct Instruction Reading, 2004
Harvey, Stephanie & Goudvis, Anne. Strategies that Work, 2000
WRITTEN COMPREHENSION RESEARCH
CONTINUED
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From note taking, do a short summary of the content
For future study
 Writing a paragraph summary of the content
 Answering written questions
 Writing a report
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Re-read or skim the passage (Reason we encourage
the “Look Back Citation”)
Write the response giving ideas and details
Examine and evaluate written work samples to
determine if students are constructing meaning
STRUCTURED ENGAGEMENT SCAFFOLDS: CRITICAL
“TOOLS” FOR DIFFERENTIATING INSTRUCTION
1.
2.
3.
Choral responses
Partner responses
Written responses
A. Focused prompts increase thinking,
accountability, focus
B. Structured academic language
4.
Individual responses
“We can’t narrow the gap unless we dramatically
increase student response to instruction.”
Dr. Kevin Feldman – Director of Reading and Early Intervention
with Sonoma County Office of Education, CA – February, 2009
IVF
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From Step Up to Writing –
Summary Paragraphs – “A summary is a shortened,
condensed version of an item such as an article,
story, film, or chapter in a textbook. The purpose of a
summary is to share the key ideas from the item with
your reader. Summaries keep the same tone as the
original piece and usually do not contain opinion.
Summaries do not have a formal conclusion.” sec. 3-3
 IVF summary includes the following:

Create a topic sentence using the “burrito” topic sentence
method.
 Copy the topic sentence into a “real” sentence.
 Add a Fact Outline
 Write the summary using your Fact Outline

VOCABULARY
FOUNDATION NOTES
Enhancing Literacy Instruction and More
“OURS IS THE ONLY
LANGUAGE IN WHICH
YOU DRIVE IN A PARKWAY AND PARK IN A
DRIVEWAY AND YOUR NOSE CAN RUN AND
YOUR FEET CAN SMELL”

-Richard Lederer
CUMULATIVE EXPERIENCES
Children from
Words heard per
hour
Words heard in a Words heard in a Words
heard in 4
5,200 hour year
100 hour week
years
Professional
families
2,153
215,000
11 million
45 million
Working Class 1,251
families
125,000
6 million
26 million
62,000
3 million
13 million
Welfare
Families
616
(Hart & Risley, 1995)
GAINING VOCABULARY FROM READING BOOKS
Percentile Rank
Minutes per day in books
2
0
10
.1
50
4.6
70
9.6
90
21.2
98
65
VOCABULARY GAP
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-Children who enter school with limited vocabulary knowledge grow more
discrepant over time from their peers who have a rich vocabulary
knowledge (Baker, Simmons, & Kame’enui, 1997).
-The number of words students learn varies greatly
 2 vs. 8 words per day
 750 vs. 3000 words per year
-High SES first graders know twice as many words as lower
SES (Graves & Slater, 1987).
-ELL students learn conversation English in less than 2 years,
but may require 3-5 years to catch up with monolingual peers
in academic vocabulary (CALPS).
Estimated Cumulative Words Addressed to Child
(In Millions)
Language Experiences by
Group
Professional
45 Million Words
Workingclass
26 Million Words
Welfare
13 Million Words
12
24
36
(Age Child in Months)
48
Meaningful Differences in the Everyday Experience of Young American Children
by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
MATTHEW EFFECTS (THE GAP)
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Because poor readers tend to read considerably
less than better readers, the gap between the
good and poor readers in number of words read,
and both receptive and expressive vocabulary,
becomes progressively greater as the child
advances through school.
“The rich get richer and the poor get poorer.”
Cunningham, A. & Stanovich, K. (Summer 1998) What reading
does for the mind. American Educator.
The Effects of Weaknesses in Oral Language on Reading Growth
(Hirsch, 1996)
16
High Oral
Language in
Kindergarten
5.2 years
difference
15
14
Reading Age Level
13
12
11
Low Oral Language
in Kindergarten
10
9
8
7
6
5
5
6
7
8
9
10
11
12
13
Chronological Age
14
15
16
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Only 4% of English Learners’ school day is spent
engaging in student talk.
Only 2% of English Learners’ day is spent
discussing focal lesson content (but not
necessarily using relevant academic language).

Arreaga-Mayer & Perdomo-Rivera, 1996
WHAT ARE THE BENEFITS OF
VOCABULARY INSTRUCTION?

Leads to gains in comprehension
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Increases effective communication

Has long term impact on powers of communication and
concept development
WHAT DOES THIS MEAN FOR MY TEACHING?
Direct Instruction
 Repetition and multiple exposure
 Words useful in many contexts
 Active engagement
 Multiple instructional methods
 Definition based methods are ineffective (Stahl &
Fairbanks, 1986)
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SAMPLES OF DICTIONARY-BASED
VOCABULARY LESSONS (10TH GRADE)
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Word: Definition
revise: to change, fix,
improve
 redundant: repeated,
boring, over and over
again
 embolden: to
empower, to make
strong, gain strength
 celestial: heavenly
seasons
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Student Sentence
I need to revise my
motorcycle.
 Mr. Donaldson is a
very redundant
science teacher.
 I am going to
embolden my body
this summer.
 My dad should put
celestial in his pasta.
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HOW DO WE TEACH IT?
Explicit
 Engagement in
literature-rich context
 Repeated/Multiple
exposure
 Word Learning
Strategies
Implicit
 Oral language
engagement
 Reading to, with and by
adults or peers
 Independent reading
LEARNING FROM CONTEXT
-Beck & McKeown (1991)

“Research spanning
several decades has
failed to uncover strong
evidence that word
meanings are routinely
acquired from context”
(p. 799). They conclude
that some learning from
context does occur, but
that the effect is not
very powerful.
Jenkins, Stein, and Wysocki
(cited in Beck &McKeown, 1991)

One study that showed effects of
learning words in context with
fifth grade students had contexts
created so that a word’s meaning
was either strongly implied or a
synonym was provided.
Researchers found that students
learned the meaning of words
that had been encountered six to
ten times, unless exposure to
meaning occurred prior to
passage reading, in which case
two exposures were sufficient to
produce positive effects.

“Because of the developmental nature of reading,
the later one waits to strengthen weaknesses, the
more difficult it is for the children to cope with
the increasing literacy demands in the later
grades. Moreover, those who have reading
difficulties in the intermediate grades will, most
likely, have serious trouble with the study of
science, social studies, literature, mathematics,
and other content study that depend, in great
part, on printed text.”

-Chall, Jeanne S. & Jacobs, Vicki A. (Sring 2003) Poor
Children’s Fourth-Grade Slump. American Educator
CRITICAL FEATURES OF EFFECTIVE
VOCABULARY INSTRUCTION
Integrate vocabulary with the lesson.
 Use explicit instruction on a limited number of new
vocabulary words.
 Create environments where words are talked about
and used in multiple ways.
 Use new vocabulary in other content areas.
 Teach independent word learning strategies.
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MORE CRITICAL FEATURES OF EFFECTIVE
VOCABULARY INSTRUCTION
Encourage wide reading.
 Provide multiple exposure to words (at least 10).
 Combine definition and context approaches.
 Make connections with background knowledge and
new vocabulary.
 Present words in semantically related groups.
 Instruction on word parts, word association and
connotative meaning is important.

MORPHEMIC ANALYSIS OF WORD PARTS MAP
WORD
disorganized
Parts + Meaning
dis
organize
ed
Your Sentence Using the Word
He was disorganized, he forgot it was his birthday!
CONCEPT DEFINITION MAP
What is it
What is it? (Definition)
like?
The
Word
What are some examples?
57
CONCEPT DEFINITION MAP
What is it? (Definition)
What is it
like?
closed
Mathematical shape
Plane figure
The
Word
Polygon
Straight
sides
pentagon
hexagon
triangle
CHOOSING VOCABULARY
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Tier One Words – Basic words that can be
defined or associated while reading the text.
Tier Two Words – High Utility words that can be
specific to a content area or purpose of
instruction. These should be words that define
the concept or that students are likely to
encounter again and again.
Tier Three Words – Low Frequency words used in
limited content areas that would not interrupt
the flow of the concept if not defined.
SELECT WORDS THAT:
Are unknown to
students.
 Are important to
understanding the
text.
 Likely to be
encountered in the
future.

Decide which of the
words need explicit
instruction, practice,
and review (no more
than 10 a week).
 Tell students the
meaning of other
words.
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ACADEMIC VOCABULARY
Students will learn to
speak and write like a:
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Scientist
Mathematician
Writer
Historian
Artist
How?


We explain using
the vernacular and
then connect to
academic language
Give students
access and
experience
SCIENTIFIC ACADEMIC VOCABULARY:

Everyday Language
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
figure out
group
guess
see
tell
write down
home
clues, proof

Scientific Language
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conclude
categorize
predict
observe
report
record
habitat
evidence
ACADEMIC VOCABULARY EXAMPLES
First Grade


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Genre: fiction,
nonfiction, poem
Text Elements: author,
character, illustrate,
BME, problem, solution,
predicting, setting, table
of contents, text
Word Study: blend,
consonant, vowel, word
family/chunk, middle
Second Grade
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Genre: genre,
biography
Text Elements:
compare/contrast,
comprehension, main
idea, sequence
Word Study:
abbreviation, base word,
compound word,
contraction, prefix,
suffix, syllable
ACADEMIC VOCABULARY EXAMPLES
Third Grade
Genre: expository,
narrative, persuasive,
poetry, realistic
 Text Elements:
captions, diagrams,
example, headings,
introductions, labels,
plot, text features
 Word Study:
antonym, homonym,
synonym

Fourth Grade
Genre: legends,
mystery, tall tale,
fables
 Text Elements:
character traits, main
idea, preview,
strategy, synthesis,
text feature
 Word Study: prefix,
suffix, simile

DR. KEVIN FELDMAN
We
can’t “narrow the gap”
unless we dramatically
increase engagement or
student response to
instruction.
STUDENT ENGAGEMENT
Saying
Writing
Doing
TRACKING PROGRESS
Students self-rate how well they
understand each vocabulary word
at the beginning of the study and
throughout the story/unit.

Ratings are:





Plus (+)
Check plus (x+)
Check (x)
Check minus (x-)
Minus (-)
Students (and partners) know
which words they need more
support in as the study continues.

Example:
scan -, x, x, x+, +
 Wharf x-, x-, x, x+, +
 Pier -, -, -, x, x+
 Journey x+, x+, +

ILLUSTRATE AND
ASSOCIATE
Vocabulary Word
Brief Definition
Picture of Word
Antonym/Nonexample
Create your personal sentence
ILLUSTRATE AND ASSOCIATE
Vocabulary Word
Picture of Word
silent
Brief Definition
Antonym/Nonexample
Being very quiet
Create your personal sentence
The classroom was silent on the weekend.
noisy
CLUNK BUG
Context Sentence:
Definition:
Meaningful Sentence:
CLUNK BUG
Canvas bag
Definition:
A sturdy bag that
you carry food in
when you go
hiking.
Holds food
CLUNK
WORD
haversack
Important
supply
The haversack, a canvas shoulder bag that holds
rations, is an important supply for a hiker.
SENTENCE STEMS

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
 Least
 How







- - - - - - - - - - - - - - - - - -Most
much strength does it take to . . .
pull a sprout out of the ground?
least strength - - - - - - - - - most strength
lift an enormous refrigerator?
least strength - - - - - - - - - most strength
kick a football a significant distance?
least strength - - - - - - - - - most strength
SENTENCE STEMS



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How precious would
something be . . .

How reluctant would
you be . . .
if _____

if _____

if _____

if _____
if _____
if _____
CONNECT TWO
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 EXAMPLE


2.2 “Bad Dog, Dodger!”
Based on what I read, I would connect practice
and treat because when Sam took time to practice
good behavior with Dodger and reward Dodger
with a treat, Dodger finally started behaving
better.
ALPHABOXES
Grid with all 26 letters of the alphabet
 Helps children reflect on what they’ve read while
engaging them in vocabulary expansion
 There are no wrong answers as long as the words
can be shown to relate to the text/concept/topic
 Open-ended
 Character traits, words to describe a character???
 Send home to have family continue adding to the
grid???

ALPHABOX EXAMPLES
Words to describe Wilbur
in Charlotte’s Web:
adorable
 caring
 dependable
 panicked
 loving
 gullable
 proud

3.2 “Fly, Eagle, Fly! An
African Tale” – Words
that tell about settings:










evening
riverbed, reeds, rocky
cliffs
valley
forests
muddy cattle tracks
long thatch grass
slopes of high mountain
gully
home
warm kitchen
OTHER RESOURCES
http://dictionary.reference.com/
 http://jc-schools.net/tutorials/vocab/TN.html

RIGOROUS VOCABULARY IN
READING STREET
PLANNING VOCABULARY LESSONS
This procedure/plan is based on the research and
work of Anita Archer, Augusta Mann and the
book, Bringing Words to Life: Robust Vocabulary
by Isabel Beck. The steps will be followed when
introducing new vocabulary for each story.
 Steps 1-5 will be followed for each new
vocabulary word. The process should be done at a
“perky pace” and should take no more than 20
minutes to complete. Repetition is very
important.
 Plan on using only 1 Graphic Organizer per
story.

IDENTIFY VOCABULARY WORDS:

Review the suggested words for vocabulary
instruction to determine if you need to
supplement with additional words.
 Your children may be very familiar with a
word, and you do not need to provide
instruction.
 Your students may be unfamiliar with a word
not selected by the publisher and you need to
provide more instruction on this word.
CHOOSING THE WORDS
Review the suggested words and activities for
vocabulary instruction to determine if you need
to supplement with additional words or activities.
 For example, Reading Street does a nice job in
2nd grade of including strong vocabulary
activities. The other grades may need to
supplement.
 Place identified words into the 3 Tiers.
 Tier II words will then be placed in the lesson
planner.
 Follow the protocol/chart with the words you
have selected.

HERE IS AN EXAMPLE OF A TEACHER WHO
CHOSE THE VOCABULARY WORDS:
Tier 1
caterpillar
unscrewed
Tier 2
cocoon
disrespect
emerge
migrant
sketched
Tier 3
PART 1: TEACHING THE VOCABULARY:
WHAT TO DO FOR EACH WORD
DAY 1 AND 2
1.
2.
3.
4.
5.
Introduce the word.
 Our first word is (vocabulary word). What
word?
Present a brief student friendly explanation.
 A ___________ is a _______; or To _____________
means to ____________.
Connect with examples (concrete: something
students can touch; visual: a visual representation;
verbal: tell them)
Illustrate the word with an action to represent the
vocabulary word (not all words lend themselves to
action).
Check for understanding. This should be done using
think-pair-share, cooperative groups, or individual
responses such as “thumbs up or thumbs down” to
get students actively engaged.
HERE IS AN EXAMPLE OF HOW A TEACHER
PLANS TO TEACH THE VOCABULARY:
Word #1:
cocoon
Definition: silk-like protective covering
Connection:
Here is where the teacher
would follow the script: Our
word is cocoon? What word?
A cocoon is a silk like
protective covering.
Here is a picture of a
cocoon.
Word #2: caterpillar
Definition: a small, furry worm with many legs
Connection:
Again, the teacher would
follow the script: Our word is
caterpillar? What word?
A caterpillar is a small,
furry worm with many legs.
Here is a picture of a
caterpillar.
HERE IS AN EXAMPLE OF HOW A TEACHER
PLANS TO TEACH THE VOCABULARY:

Check for Understanding:
Cocoon: Have students describe a cocoon that they
have seen to the class.
 Caterpillar: Show pictures of different animals. Have
students identify the caterpillar.

HERE’S HOW ANOTHER TEACHER
INTRODUCES WORDS

Brie Ellis at Sherman Elementary
VOCABULARY
Home on the
Range
dude
city person who works
on a ranch for vacation
DUDE
spurs
spiked wheels on
boots used on horses
SPURS
roundup
moving cattle in a
herd; usually done on
horseback
ROUND UP
bawling
crying
BAWL ING
coyote
small wolf-like
animal; known for
howling
COY O TE
PART 2: APPLY THE LEARNING: A MENU
Day 3 and 4
Now that students have a basic understanding of the vocabulary words
and definitions, additional practice and application should be added.
Choose an activity you believe is most beneficial for your students at this
time.
 With a partner, write a meaningful sentence for each of the tested
words
 Teacher Guide Vocabulary Activities (see your Reading Street
teacher’s guide)
 Graphic Organizer (choose 1)
 Illustrate and associate with one or two of the vocabulary words.
 Venn diagram
 Word, Definition, Picture
 Word, Picture, Sentence
 Word Parts Map
 Clunk bug
 Other graphic organizers you love
PART 2: APPLY THE LEARNING: A MENU



ELL Poster (See Reading Street ELL guide)
Have students present examples and non-examples for the vocabulary
word
Ask deep processing questions (Developed by Sherrie Krause,
Literacy Coach):
 Answer questions


Create Examples


Show me how an eagle soars, a rocket, an airplane.
Personal Context


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


What is something that a good citizen might do?
Make Choices


“Would you prefer to have a festive day or an ordinary day?”
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.
HERE’S HOW ONE TEACHER PLANNED FOR
APPLICATION AND PRACTICE:
Day
3
1. Illustrate and associate with two of the vocabulary
words.
2. Use a Venn diagram to compare a caterpillar and a
butterfly- can be done in groups or whole class
3. Develop Vocabulary lesson on Page 153 in teacher’s
guide
Day
4
1. Word Parts Map using unscrewed and disrespect
(example of Word Parts Map below; can also be found
in ELI binder)
2. Develop Vocabulary lesson on Page 157 in teacher’s
guide
3. In small groups make a list of additional words that
start with the “un” or “dis” prefix and talk about how
the prefix changes the word meaning.
DAY 5: EXTEND AND REVIEW THE
LEARNING: A MENU
Day 5
After students have learned, practiced, and applied the
vocabulary words, they can extend the learning. This
is also an opportunity to connect this week’s
vocabulary to previous week’s vocabulary.
Choose an activity you believe is most beneficial for
your students at this time.
 Memory or Matching or “find your partner”, “dance to
a partner” : vocab. word on one card, match with
definition on another card
 Meaningful sentences: use student-generated
meaningful sentences from earlier. Take out the
vocabulary word and students select the vocabulary
word that matches with that sentence.
 Word Wizards; students bring in or say examples that
they’ve found or used the vocabulary word
DAY 5: EXTEND AND REVIEW THE
LEARNING: A MENU



How can these be alike: teacher picks 2 words and
students must say how they’re alike. Words can be
from different weeks. For example: how are rural and
glacier alike?
20 questions: student picks a vocabulary word.
Students ask yes or no questions and student answers
while class tries to guess what the vocabulary word is.
Vo-back-ulary: Students have a vocabulary word
taped to their back. Kids walk around and use these
to guess the word:
 Name synonyms and antonyms
 Give definitions
 Give meaningful sentences
YOUR TURN

Use the lesson planning template and graphic
organizers to plan next week’s vocabulary lessons
for your reading or intervention group.
EXIT SLIP

Please reflect on tonight’s learning targets as you
answer the questions on the exit slip.






I can explain why comprehension instruction is
important.
I can name specific comprehension strategies.
I can create QAR questions.
I can explain why vocabulary instruction is
important.
I can choose specific vocabulary strategies.
I can plan a week’s worth of vocabulary lessons using
the strategies from tonight’s work.