Academic Vocabulary Instructional Routine
A consistent sequence of instruction conscientiously supports learners for a challenging
academic task that could not otherwise be performed confidently and competently, much
like training wheels for a bicycle. (Kinsella, 2004)
When introducing a new target word, do my students:
 Understand the purpose for learning academic vocabulary?
Direct vocabulary instruction heightens students’ awareness of the
importance of a powerful vocabulary for academic mobility, a professional
career, social success, and life-long learning. (Kinsella, 2004)


Hear and repeat the word multiple times in order to increase
their comfort level with this new word? Students need to hear a
new word pronounced [multiple times] to ease decoding and recall.
(Feldman & Kinsella, 2004)
Pronounce the word by syllables? Pronouncing words by syllables
can help with challenging new words.
 Learn the part of speech in order to know the kind of word
they are learning?
 Rate the word?
Rating word knowledge activates prior knowledge,
provides students with an active and accountable role, and is an opportunity
to clarify potential confusion. (Kinsella, 2004)
 Hear a meaningful explanation of the word?
Effective vocabulary instruction involves using language that students are
familiar with to explain word meanings rather than using dictionary definitions.
(Beck et al., 2002, Feldman & Kinsella, 2004)
 Discuss at least 2 meaningful examples?
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Draw from own experiences.
Use the word in examples they generate.
Build proficiency with sentence starters.
Different forms of the word are explicitly pointed out.
 Participate in activities that engage the students with the
words over time?
As many as twelve encounters may be needed for
students to add words to their expressive (speaking and writing)
vocabularies. (Beck et al., 2002) Vocabulary knowledge grows gradually,
moving from the first meaningful exposure to a word to a full and flexible
knowledge. (Stahl, 2003)
 Have opportunities to use the words in speech and writing?
We must structure daily classroom contexts so that students are accountable
for using newly introduced terminology in their speaking and writing.
(Feldman & Kinsella, 2004)
.
D. Rodaniche, Implementation Consultant, NE
Resources: rBook Teacher Guide T56-57 and T72-73