Planning Guide for Vocabulary Instruction
Date 9-18-06
School/District QUAD
Name Lynn Hockenberry Subject/Gr.Lev. QUAD –Day 1
Standard/benchmark : Iowa Teaching Standard 2a. Iowa Teaching Standard
2c, Iowa Teaching Standard 4a, 4b
1. Identify the Passage (describe the resource you are using: title, author, etc.)
Powerpoint, Stahl and Nagy resource “A Comprehensive Approach to Vocabulary
Instruction”, Handouts
2. Identify key words to be taught, contextualize words for students and explain
the word meanings using student friendly definitions.
Key Word
Page No. of
Word
(Read from text)
Student Friendly Definition
utility
Slide 18
describes choosing words that are
useful to students now and in the future
Tier II words
Slide 19,
Handout 1-3
describes words that add richness and depth to
the vocabulary of mature language users.
Tier III words
Slide 19,
Handout 1-3
Slide 15
describes most content specific words
explicit
instruction
student
friendly
definitions
Slide 32 ,
Handout 119
contextualize
Slide 42
word
consciousness
Slide 24,
Handout 1-8
something that is expressed or shown clearly
and openly
describes the meaning of a word for students in
a way that makes sense for the student; uses
everyday language. This type of definition is
generally longer, and more detailed than a
definition found in a typical dictionary.
describes relating a word or phrase to the text
where the word was found
describes the process of helping students
become interested in and aware of words
and their meanings
3. Students say the word. Describe how students will record the word:
(notebook, vocabulary cards, etc) Record definitions on Vocabulary Self-Awareness
chart
4. Examples beyond the passage context. (Will you use pictures? Other text?)
Examples on power point with pictures as indicated
5. Which activities will you use?
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Activities for extended interaction with vocabulary
Questions, Reasons &
 Making Choices
Examples
Word Wizard
 Post and Tally
Word associations
 Record the words
Have you ever
 Idea completion
Facets of word meanings
 Relationship among words
Student word use
 Applause, Applause
Word Sort
 Vocabulary Self Awareness
Drawing or finding pictures
 Other: _____________
6. Describe how you will explicitly model for students the activities you will use:
(Use back side of paper as needed)
Questions, Reasons & Examples: (Using the two words I am demonstrating with prolixity
and alfresco) Today, I will be asking you some questions, and asking you to provide some
examples, and reasons for your choices. You will work with your partner as we do this. For
example, if I was asked to give two examples for someone who shows prolixity… I would say----a
politician giving a long speech, a college professor who continues talking 5 minutes after the bell
rings. I am using my background knowledge as I give these examples. I might also be asked to
choose which of these describes alfresco: eating outside, eating in a restaurant, eating at
home. I would choose the answer “eating outside”. Now with your partner, give me examples of
the following: Tier II Words, Tier III words. After you have given the examples, please provide
reasons for your choices.
Next work with your partner to answer these questions:
1.
2.
Which of the following is an example of a student friendly definition of the word “menial”?
 something that is boring or lowly
 servile
 submissive
Which of the following describes “explicit instruction”?
 Teacher hands out the worksheet and says “Complete this and turn it in tomorrow.”
 Teacher hands out the worksheet and says, “Do Problems 1-5. Follow the steps in order. Hand it in
tomorrow.”
 Teacher begins the homework assignment by saying, “Today you will have homework problems 1-10.
Watch as I explain my thinking about how to do problem 1. “ Teacher then demonstrates how she
thinks by sharing aloud her thought process for solving problem one.
Record the Words:
Each time I give you a student friendly definition, I will expect you to
record the word. Example---use Vocabulary Self Awareness Chart. Prolixity---someone who is
“long winded”, extremely wordy. (write it on chart)
Post and Tally: Each time you hear or see a word on our Vocabulary Self Awareness sheet today, put
a mark next to it, like this. (Demonstrate on chart)
Vocabulary Self Awareness: As we begin our new unit of study, we will be using this Vocabulary
Self Awareness Chart to help us determine which words we already know well, and which words we need
assistance with. I will show you how I use this chart with these two words: alfresco and prolixity. (Show
Voc. Self Awareness Chart with these 2 words) Alfresco---I know this word. I have eaten alfresco before. I
know that the word means outdoors or in the fresh air. I will write in the definition---in the fresh air, or
outdoors. My example will be: I dined alfresco in San Francisco. I know this word well, so I will put a + by
this word. The word prolixity—I do not know and have not ever heard before, so I will mark it with a -. As I
read and learn, I will write my example and definition here in a different color. (Prolixity means tediously
wordy, long winded.)
Collaboration Data
Did you work with your collaborative partner to select and rehearse components of your lesson?
___x___YES
_____NO If “yes”, how many times?__1__
Did you demonstrate the lesson (with students) for your collaborative partner? _____x_YES
_____NO
If “yes”, how many times? _1________