Strategy Implementation Report #1 - 7 Steps Process
Name: Cosgrove Date: ____3/14/22_________
Grade Level: ____9-12____
How does this strategy connect my content and language objectives? How does this strategy facilitate my students’ ability to access the content? How does this strategy facilitate my students’ ability
to comprehend the mentor text, build essential knowledge, or produce oral or written discourse connected to the content objective? How does this strategy provide comprehensible input for my
students?
Lesson Sequence:
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JIGSAW
7 step process
Sentence frames
Word Wall
Based on the following text:
Senghor, Shaka. Writing My
Wrongs: Life and Death in an
American Prison.
Day 1: Autobiography Unit:
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Content Objective:

Explain the genre of autobiography: a work of non-fiction in which the author tells their life
story through a discussion of Writing My Wrongs: Life and Death in an American
Prison.

Compare autobiography to fiction by evaluating Writing My Wrongs: Life and Death in
an American Prison.
Language Objective: Language Objectives should be directly linked to the language skills students will need to be successful in
achieving the content objective.
Student will be able to…
Students will be asked to name any
 Orally explain vocabulary words that make up the discourse around the definition of
autobiographies they are familiar
autobiography, and that are found in Writing My Wrongs: autobiography, biography,
with (or, if they can’t think of any,
chronicle, genealogy, hagiography, memoir, tell-all.
they may answer by explain who
 Use Writing My Wrongs vocabulary words in a manner appropriate to their meaning and in
they wish had written an
full sentences conventional to the English language.
autobiography they could read).
Language Objective Differentiation for Proficiency Levels:
Students will share with the class
both real and wishful
autobiographies they came up with.
 A level 1-2 ELL will be able to oraly explain vocabulary words that make up the discourse
The teacher will then bring
around the definition of autobiography: autobiography, biography, chronicle, genealogy,
attention to the three new words on
hagiography, memoir, tell-all after engaging in the 7-step process for learning vocabulary.
the world wall.
 Use the vocabulary words they learn correctly, in complete sentences with sentence starters
The teacher will engage students in
and frames. Words banks will be utilized, and sentence frames will include all of the
the 7 step process to learn new
information pertinent to the full meaning of the text.
vocabulary, asking for student
participation in reading throughout.
Students will read the article
Writing My Wrongs: Life and
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Strategy Implementation Report #1 - 7 Steps Process
Death in an American Prison in
a popcorn reading circle.
Targeted Tiered Vocabulary 1 from Mentor Text or Source
P0F
P
Tier 2 & Tier 3 words should be integrated into student product/assessment.
Tier 1 words
Tier 2 words
Basic words most children know in their primary language:
may include connectors or compounds
Story
Life
author
Essential to comprehension: i.e., process & transition,
specificity, sophistication polysemy, transitional terms,
idioms, clusters, cognates…
Tier 3 words
Low frequency, content specific, typically found in a glossary in
the back of a text
Aegis
Deconstruction
Psychoanalysis
Radioactive
exploited
nonfiction
discourse
composition
7 steps
Script for Implementing 7 Steps to Better Vocabulary
This is a pre-reading/pre-teaching vocabulary strategy to aide students in comprehending the target mentor text.
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For more information on Tiered vocabulary, see Beck & McKeon (1985), Calderón (2007).
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Strategy Implementation Report #1 - 7 Steps Process
There should be 100% participation on all steps.
Steps 1-7 must be completed in order and during the same session.
Step 6 should be timed for 1 minute. Ping Pong style: students taking turns using the word in a sentence.
Step 7 is the accountability step. Remind students that they will be using the words as they summarize orally what they read, as they
discuss what they read, and later in their writing. There should be no writing in the pre-teaching of vocabulary during 7 steps.
Before implementing, the teacher will:
✓ preview the mentor text, tier the vocabulary and choose the words to pre-teach.
✓ choose 3-5 words taken directly from the mentor text.
✓ have the dictionary definitions ready to go.
✓ have sentence starters/stems/frames ready for Step 6 as needed.
Word 1
Steps
Word:__exploited_______
Tier: ____2____
Why you picked it:
It describes a major theme in the autobiography Writing My Wrongs: Life and Death in an American
Prison, that is integral to understanding the book as a “life story” (i.e. an autobiography).
1. Teacher says the word. Student repeats.
1. Exploitation, Exploitation, Exploitation.
2. Teacher states the word in context from
the mentor text.
2. “Miko was making a lot of money off of my hustling and dedication, but as I sat in his spots
twenty-four hours a day, I never would have guessed that I was being exploited. All I knew was
that I stayed fresh and my pockets were fat. I didn’t have long-term plans or an exit strategy. All I
cared about were the shoes and clothes I wore and the things other people thought about me”
(Senghor, 53).
A student volunteer will be solicited to read this out loud to the class.
3. Teacher provides the dictionary
definition(s).
3. The action or fact of treating someone unfairly in order to benefit from their work.
4. Explains meaning with student-friendly
definitions.
4. When someone takes your hard work for their own.
U
U
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A student will be called on to read this out loud for the class.
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Strategy Implementation Report #1 - 7 Steps Process
5. Highlights features of the word:
polysemous, cognate, tense, prefixes,
etc.
6. Engages students in activities to develop
word/concept knowledge. The 1 Minute TTYP
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Exploited (past tense of exploit – to use unfairly).
ex- 1. a prefix meaning “out of,” “from,” and hence “utterly,” “thoroughly,” and
sometimes meaning “not” or “without” or indicating a former title, status, etc.;
freely used as an English formative: exstipulate; exterritorial; ex-president (former
president); ex-member; ex-wife.
6. Students take turns sharing what “exploit” means in their own words and using it correctly in a
sentence.
(Turn to Your Partner) & use the word 5-6 times in complete
thoughts or sentences, ping pong style. Ping pong style turn
taking in the exchange so that no one partner dominates
Once in a while, teachers can check in by asking, “Who
wants to tell me what your partner said?”
7. Teacher reminds and explains to
students of how new words will be used.
There is NO writing by students at this time.
This is where the teacher explains that students
should use this word in their homework,
classwork, reading summaries, etc.
7. For homework, students will write two sentences using the word; one in which it is used correctly,
and other showing an example that illustrates the words meaning.
Ex) To be exploited is to be taken advantage of unfairly. An example of an organism with exploitation
is if someone steals your homework and takes credit for it
Word 2
Steps
Word:___Radioactive_______
Tier: ___3_____
Why you picked it:
It is used to describe the author’s life, and must be understood to understand his occupation for a
significant part of the memoir.
1. Teacher says the word. Student repeats.
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1. Radioactive, radioactive, radioactive
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Strategy Implementation Report #1 - 7 Steps Process
2. Teacher states the word in context from
the mentor text.
2. “My life began to glow with problems, just like the facility in which I worked. I became radioactive
to family and friends, and felt like I might go nuclear.” (Writing My Wrongs, 93)
A student will be called on to read this for the class
3. Teacher provides the dictionary
definition(s).
U
3. having or producing powerful and dangerous energy that comes from the breaking up of atoms.
U
A student will be called on to read this for the class
4. Explains meaning with student-friendly
definitions.
4. Describes a process in which harmful particles attack the body. In our usage it is metaphorical,
and just means something along the lines of untouchable.
5. Highlights features of the word:
polysemous, cognate, tense, prefixes,
etc.
5. the prefix radio is to be ignored, it doesn’t hold a polysemous meaning of “the radio” that plays
music.
6. Engages students in activities to develop
word/concept knowledge. The 1 Minute TTYP
6. Students take turns sharing what a radioactive is in their own words and using it correctly in a
sentence.
(Turn to Your Partner) & use the word 5-6 times in complete
thoughts or sentences, ping pong style. Ping pong style turn
taking in the exchange so that no one partner dominates
Once in a while, teachers can check in by asking, “Who
wants to tell me what your partner said?”
7. Teacher reminds and explains to
students of how new words will be used.
There is NO writing by students at this time.
This is where the teacher explains that students
should use this word in their homework,
classwork, reading summaries, etc.
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7. For homework, students will write two sentences using the word; one in which it is used correctly,
and other showing an example that illustrates the words meaning in the context of Writing My
Wrongs.
Ex) To be radioactive is to be a harmful form of energy. An example of radioactive as it is used in the
autobiography is: that person is toxic; he is radioactive.
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Strategy Implementation Report #1 - 7 Steps Process
Reflection on the strategy implementation:
Each response should be a short paragraph that includes sufficient details.
How did this strategy help my ELLs achieve the content and language objectives?
The 7-step strategy was an interactive way to introduce ELL students to several key vocabulary terms that directly connected to the content and
language objectives of the unit: prokaryotic and eukaryotic cells. By leading students through learning the meaning and usage of each vocab
words in 7 different ways, students were left with a much deeper understanding of the biology terms than they would have gotten from only
teaching them the definition alone. Following this strategy with the sentence frames activity gave students a chance to practice applying the
vocab terms they had learned applying this aspect of biology.
How did this strategy help the ELLs in my classroom to produce academic language and discourse?
The students said they liked the sentence frames because it helped “warm up their thinking”. They were able to keep writing after
the sentence frames and be more productive in the assignment. The students also used the bilingual diagram for the assignment and
were able to compare the Spanish and English words and were able to recognize that nova and nueva have the same root. This was
not one of the words we focused in on, but at least it got everyone to think about root words.
To increase my ELLs’ engagement and interaction, these are the things I would change the next time I try this strategy:
I think I need to find a better way for step 1 of the seven steps. The students do not like doing a call and response in a high school
class. However, they do still need to learn pronunciation of the word. I might try to break it down into syllables and have
someone who feels comfortable try saying it first, then I say it correctly, then everyone tries it.
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