Skill
OUTLINE
Vocabulary Review
Brief review of previous day’s word and student work
Review students’ sentences
Discuss student illustrations of the word’s meaning
Discuss the responses for the fourth space if it was
assigned as individual work
Use of new word in discussion
Keep a visual reminder of the word in front of
students and encourage them to use it in the small
group discussions
Select a review word and encourage its use in
discussion
Book Look Back
Quick establishment of the text’s main events: “What
happened?”
Can be guided by development of a group visual
tool (e.g., flow chart or variation)
Should encourage the students to refer to the “Site
Map” in the SPECS Log
Skill Practice & Review
Practice of skill and insights gained from its application:
“What are we thinking and how are we thinking about
it?”
Provides a good opportunity for formative
assessment
Should encourage the students to refer to the visual
tool developed in the SPECS Log
May include actual practice with the skill, having
students think-aloud
May include review of the skill’s thinking process
when necessary
Should move students toward integration of the
skill
Often includes the development of a group visual
tool
Elaborative Discussion
Elaborative discussion of the text: “How are the various
elements of the text connecting?”
Includes discussion of text elements related to
previously mastered skills
Focuses on connections and pat-terns evident in
the text
Initiated by questions that generate discussion
May include the development of a group visual
tool
May include discussion of the “My Link” and
“Author Chat” items from the SPECS Log
May include purposeful reading aloud for purposes
of reviewing significant sections of text, verifying
of details, or for dramatic experience
Book Title
Day
PLAN
Pages
Book Look Ahead
Preparation for the next section of text: “What’s ahead?”
Includes unusual vocabulary or phrasing peculiar
to the text
May include the vocabulary facet of an F&F unit
Makes the assignment for the next section of text
Vocabulary Introduction
The teacher introduces the word orally within a
meaning-rich context and engages the students in
contextual analysis
Contextual Analysis Process
What is the relevant information in the
phrases/sentences that surround the un-known
word?
What workable definition may be developed?
To what idea might we relate/compare this
definition?
What is our limited understanding of the word’s
meaning as derived from the con-text?
The teacher presents the word visually and the students
write it in the center oval of the vocabulary organizer
The teacher presents the part of speech and a studentfriendly definition of the word, and the students record
these in one of the four spaces
The teacher presents a sample sentence, using the word
correctly within a context
The teacher assigns individual work to be completed
outside of the small group session