9-12 Vocabulary Instruction
Day 2 of a Five-Day Plan
Essential Element Vocabulary Instruction
Framework Strand: Reading
Standard 11: Vocabulary, Word Study, and Fluency
Students shall acquire and apply skills in vocabulary development
and word analysis to be able to read fluently.
Grade 9: R.11.9.1 (reading) .2 (roots, pre/suffix) .3 (references)
Grade 10: R.11.10.1 (reading) 2.(Greek/Latin roots pre/suffix) 3.(references)
Grade 11: R.11.11.1 (specialized vocabulary) 2.(roots, word parts
3. (references)
Grade 12: R.11.12.1 (specialized vocabulary) 2.(Greek, Latin,Anglo-Saxon)
3. (references)
Rationale
The relationship between word knowledge and reading comprehension is well
established and has been clearly stated for years. As early as the 1940s,
research has noted that the connection between word knowledge and
comprehension is undisputed. Yet typical classroom practice in helping students
develop vocabulary skills has not always met with great success. Often teachers
have relied on a programmed vocabulary book or a weekly list of words with the
accompanying admonition to “look it up in the dictionary.”
More effective instruction, however, includes integration, repetition, and
meaningful use. Moreover, this kind of explicit instruction involves planning,
flexibility, and variety so that students find the work not only challenging but
interesting and perhaps fun as well. In addition to an increased amount of time
for reading, students need opportunities to hear and use words in natural
sentence contexts. They need to focus on words or concepts that have major
impact on comprehension rather than “covering” many words superficially, and
they need explicit instruction that leads them to become independent word
learners.
Materials
 Manageable word lists designed to have impact on reading
comprehension (5 to 10 words per week recommended)
 Copies of activities designed to provide integration, repetition, and
meaningful use (helpful resources: Bringing Words to Life: Robust
Vocabulary Instruction by Beck, McKeown and Lucan; Words, Words,
Words: Teaching Vocabulary in Grades 4-12 by Janet Allen) Activities
are designed to be used as mini-lessons requiring 10 to 15 minutes per
day during the course of the instruction cycle.
Modeling (Day Two Mini-Lesson)
1) Demonstrate how to integrate knowledge of a word’s definition into
the context of a meaningful sentence. Using the activity entitled
“Sentence Completion”, model for students how they might
complete the first three or four items in the exercise. Think aloud
as you write endings for the sentences on the board, the overhead,
the SmartBoard, etc. Be sure that students understand why you
included certain details and how these details create a meaningful
context for the sentences.
2) Include the whole class to work together and complete the
remaining items in the activity. Lead students to suggest different
ways to complete each sentence. After students review all of the
suggestions for each sentence, guide them to choose the most
effective completions and write them on their copy of the exercise.
Or have students copy the completed sentences in their word-study
notebooks.
Tier II Additions
 Pair up with a student peer to complete lesson.
 Allow student to have fewer words to write about.
Tier III Accommodations/Modifications
 Pair up student to work with student peer or paraprofessional
 Select 5 words or less for student to work on.
 Allow for definitions to be short phrases or words.
Tier IV Modifications
 Choose words that are more concrete than abstract.
 Pre-teach teacher selected vocabulary words by pairing student with peer
and/or paraprofessional.
 Have student build a vocabulary notebook (which may include pictures,
icons, drawings, and/or objects) with the aid of a peer, paraprofessional,
and/or parent volunteer to help remember words.
Tier V Modifications
 Use any previously listed accommodations/modifications needed.
 Allow student to use all senses to learn a word. For example, some words
are best learned by using motor movements (walk vs. gallop), some
through smell (aroma vs. odor), and some through touch (cool vs. icy).
Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce
these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or
sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.
Day 2
Sentence Completion
Each student should have a copy of the following sentence stems. Working
together as a class, lead students to suggest different ways to complete each
sentence. After students review all of the suggestions for each sentence, they
will write an agreed-upon sentence completion, thus insuring that everyone has a
strong example sentence.
Advocate
Dr. Martin Luther King received the Nobel Peace Prize for his work as an
________________________________________________________________.
Avocation
After a hard week at the office, my dad loves to get away on the weekend and
enjoy his
________________________________________________________________.
Evoke
When Grandma thumbs through the pages of the old photographs album, I can
tell that the pictures
__________________________________________________________.
Invocation
As soon as the minister stepped to the pulpit to deliver the
________________________________________________________________.
Irrevocable
Because the school board’s decision regarding an open campus at the high
school seemed
________________________________________________________________.
Provocative
Many in the audience were ready to join the candidate’s campaign when they
heard his
___________________________________________________________.
Provoke
It was apparent from his actions that the bully wanted to
________________________________________________________________.
Revoke
If a person is repeatedly arrested for driving under the influence of alcohol, the
authorities may
________________________________________________________.
Vocal
Because she felt so strongly about the issue of smoking, Natalie was
________________________________________________________________.
Vocation
Since Al had always been good at building and fixing things, he chose
________________________________________________________________.
Tiers II & III Additions/Accommodations/Modifications
 Select fewer words, (6-8), for student to work on.
Tiers IV & V Modifications
 Choose words that are more concrete than abstract.
 Pre-teach teacher selected vocabulary words by pairing student with peer
and/or paraprofessional.
Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce
these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or
sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.
Day 2
Paired Choices
This activity asks students to select the word in the pair that answers the
question. Sentences and paired choices may be duplicated for a pencil/paper
activity. Or the activity can be done on the board or overhead as a game.
[Example: The class is divided into two teams, and each team chooses a
cartoon/story character as its representative. Both characters’ names are written
on the board, and one word from each pair is written under each name. As the
teacher reads the question, the class determines by applause which character
gets to claim the point for having the correct word.]
avocation or vocation
Which of these would probably take up most of your time on Saturday?
provocative or vocal
Which of these would better describe your presentation if you were explaining a
painless new way to lose weight?
provoke or revoke
Which of these might a judge do to your driver’s license if you got too many
speeding tickets?
advocate or evoke
If you were wrongly accused of a crime, which of these would you want to have
with you in the courtroom?
invocation or irrevocable
Which of these would better describe you parents’ decision not to allow you to
get a hardship driver’s license?
Day 2
Fill in the Blanks
(with Tiers II & V Additions, Accommodations, & Modifications)
For an independent learning activity, each student will need a copy of these
sentences. For a whole-class review, blanks could be filled in using an overhead
transparency. To reinforce learning, these sentences could also be constructed
to include words from previous weeks. This activity could also be used as a quiz
at the end of the week (a word bank could be attached.)
For years Ralph Nader has worked to promote automobile safety and similar
causes; he has always been seen as a strong ______________________ for
consumer rights.
At the science seminar, I attended a session on the possibility of colonizing Mars;
because I am so interested in space travel, I found the lecture to be
__________________ and fascinating.
The new policy requiring everyone to wear an ID badge was not popular, but few
were as ____________________ with their disapproval as Gary. For days he
carried a big sign that said “School Not Prison.”
At the end of his trial, the man was found guilty and sentenced to life in prison,
but the decision is not ________________________. This stiff penalty could
later be overturned by the appeals court.
Today nearly every ______________________ requires some kind of training
after high school because the level of skill demanded for most jobs continues to
increase rapidly.
As we studied more about the Holocaust, we were able to understand the
passions and strong feelings that the swastika emblem might
_____________________ in a survivor of that horrible experience.
Everyone recommends that retirees should have a(n) ___________________ to
fill the time productively; in our area, fishing, woodcarving, quilting and square
dancing are popular choices.
Because I haven’t cleaned my room in weeks, my parents are threatening to
_________________________ my X Box and Internet privileges. I can’t imagine
what life will be like if they take these away.
As he presented startling statistics about how much paper and aluminum are
wasted on this campus every day, Mr. Blake was trying to
___________________ us to be more sensitive to the environment and to
participate in the recycling program.
Before he gave the _____________________, the minister asked the members
of the congregation to stand and bow their heads.
Day 2
Fill in the Blanks
(Tier II)
For an independent learning activity, each student will need a copy of these
sentences. For a whole-class review, blanks could be filled in using an overhead
transparency. To reinforce learning, these sentences could also be constructed
to include words from previous weeks. This activity could also be used as a quiz
at the end of the week (a word bank could be attached.)
For years Ralph Nader has worked to promote automobile safety ; he is a strong
______________________ for consumer rights.
At the science convention, I learned about the possibility of colonizing Mars and
thought that the information was __________________ and fascinating.
The policy requiring everyone to wear an ID badge was not popular, but few
students were as ____________________ as Gary. For days he carried a big
sign that said “School Not Prison.”
At his trial, the man was found guilty and sentenced to life in prison, but the
decision is not ________________________. This harsh penalty might be
overturned by another court.
Today nearly every ______________________ requires some kind of training
after high school. The level of skill demanded for most jobs is increasing rapidly.
As we studied the Holocaust, we were able to understand the strong feelings that
the swastika emblem might _____________________ in a survivor of that
horrible experience.
Everyone recommends that retirees have a(n) ___________________ to fill their
time; in our area, fishing, woodcarving, quilting and square dancing are popular
choices.
Because I didn’t clean my room, my parents are threatening to
_________________________ my X Box and Internet privileges. I can’t imagine
what life will be like if they take these away.
Mr. Blake presented statistics about how much paper and aluminum are wasted
on this campus every day. He tried to ___________________ us to care for the
environment by recycling.
Before he gave the _____________________, the minister asked the members
of the congregation to stand and bow their heads.
Day 2
Fill in the Blanks
(Tier III)
For an independent learning activity, each student will need a copy of these
sentences. For a whole-class review, blanks could be filled in using an overhead
transparency. To reinforce learning, these sentences could also be constructed
to include words from previous weeks. This activity could also be used as a quiz
at the end of the week (a word bank could be attached.)
For years Ralph Nader has worked to promote automobile safety ; he is a strong
______________________ for consumer rights.
The policy requiring everyone to wear an ID badge was not popular, but few
students were as ____________________ as Gary. For days he carried a big
sign that said “School Not Prison.”
Today nearly every ______________________ requires some kind of training
after high school. The level of skill demanded for most jobs is increasing rapidly.
I didn’t clean my room, so my parents are threatening to
_________________________ my X Box and Internet privileges. I can’t imagine
what life will be like if they take these away.
Mr. Blake presented statistics about how much paper and aluminum are wasted
on this campus every day. He tried to ___________________ us to care for the
environment by recycling.
Tier IV Modifications
 Choose 1-2 teacher-selected words of high importance to student’s life
and allow student to work with a student peer and/or paraprofessional to
answer using any electronic means (i.e., Computer, AlphaSmart), Braille
(for students who are visually impaired), or 3-D pictures.
Tier V Modifications
 Choose 1 teacher-selected word of high importance to student’s life and
allow student to work with a student peer and/or paraprofessional to
answer using 3-D pictures, eye gaze, or head nod.
Day 2
“Ready, Set, Go” Laps
This practice activity requires students to work in pairs. Each “lap” should be
duplicated on a separate sheet of paper. A student does “Lap 1” by drawing a
line from the vocabulary word to the definition while his partner keeps time. He
then moves on to “Lap 2” and then “Lap 3.” His goal is to complete each lap in a
faster time. In each lap, the order of correct answers varies and the wording of
the definitions varies slightly. Roles reverse for the second round.
Lap 1
advocate
avocation
evoke
invocation
irrevocable
provocative
provoke
revoke
vocal
vocation
outspoken
career
stimulating
defender
hobby
prayer
remind
not reversible
take back
make angry
Lap 2
advocate
avocation
evoke
invocation
irrevocable
provocative
provoke
revoke
vocal
vocation
exciting
impossible to change
ritual at the start of a ceremony
profession
having a voice
pastime
stir to take action
call forth
recommend
withdraw a privilege or right
Lap 3
advocate
avocation
evoke
invocation
irrevocable
provocative
provoke
revoke
vocal
vocation
job
unable to be reversed
making one’s opinion clearly known
arousing
supporter of a person or cause
pleasant way to spend time outside of work
cause to remember
enrage
reverse
addressing a higher power at the start of an event
Tier II Additions
 Pair with a strong student peer.
 Select fewer words for student to work on.
 Extend time.
Tier III Accommodations/Modifications:
 Pair student with a strong student peer or paraprofessional.
 Allow repeated opportunity for practice.
Tier IV Modifications
 Give student list of teacher selected words in advance to practice with
another student, parent, or paraprofessional outside of class.
 Reduce length of definition.
Tier V Modifications
 Allow student to point to the definition that matches the teacher selected
vocabulary word.
Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce
these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or
sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.
Day 2
Assessment for Deeper Word Knowledge—Continuum
This activity asks students to place the number of each phrase on the attached
continuum and explain their placement of the various items.
How happy would you be. . .
#1 if your best friend since kindergarten provoked a fight with you?
#2 if your parents advocated giving you a later curfew?
#3 if your girl/boyfriend made an irrevocable decision to break up with you?
#4 if you were suddenly given unlimited money to spend on your avocation?
#5 with the police officer who just gave you a ticket?
Least happy ______________________________________ Most happy
How surprised would you be. . .
#1 if your vocation turned out to be the same as you mother’s/father’s?
#2 if you were asked to give the invocation for your graduation
ceremony?
#3 if you came up with a provocative, original subject for your research
paper?
#4 if the government revoked all laws requiring people pay income
tax?
#5 if the student body boycotted the cafeteria because of your vocal
opposition to the food?
Least surprised _____________________________________ Most surprised
Day 2
Assessment for Deeper Word Knowledge—Continuum
Tier II Additions
This activity asks students to place the number of each phrase on the attached
continuum and explain their placement of the various items.
How happy would you be. . .
#1 if your best friend since kindergarten provoked a fight with you?
Least happy _______________________________________ Most happy
#2 if your parents advocated giving you a later curfew?
Least happy _______________________________________ Most happy
#3 if your girl/boyfriend made an irrevocable decision to break up with you?
Least happy _______________________________________ Most happy
#4 if you were suddenly given unlimited money to spend on your avocation?
Least happy _______________________________________ Most happy
#5 if you could evoke sympathy from the police officer who just gave you a
ticket?
Least happy ________________________________________ Most happy
How surprised would you be. . .
#1 if your vocation turned out to be the same as you mother’s/father’s?
Least surprised ______________________________________Most surprised
#2 if you were asked to give the invocation for your graduation
ceremony?
Least surprised ______________________________________ Most surprised
#3 if you came up with a provocative, original subject for your research
paper?
Least surprised ______________________________________ Most surprised
#4 if the government revoked all laws requiring that people pay income
tax?
Least surprised ______________________________________ Most surprised
#5 if the student body boycotted the cafeteria because of your vocal
opposition to the food?
Least surprised ______________________________________ Most surprised
Day 2
Assessment for Deeper Word Knowledge—Continuum
Tier III Accommodations/Modifications
This activity asks students to place the number of each phrase on the attached
continuum and explain their placement of the various items.
How happy would you be. . .
#1 if your best friend since kindergarten provoked a fight with you?
Least happy _______________________________________ Most happy
#2 if your parents advocated giving you a later curfew?
Least happy _______________________________________ Most happy
How surprised would you be. . .
#1 if your vocation turned out to be the same as you mother’s/father’s?
Least surprised ____________________________________ Most surprised
#2 if the government revoked all laws requiring that people pay income
tax?
Least surprised _____________________________________ Most surprised
#3 if the student body boycotted the cafeteria because of your vocal
opposition to the food?
Least surprised _____________________________________ Most surprised
Tiers IV & V Modifications
 Choose 1 or 2 words of high importance to student and allow them to use
facial expressions to show their feelings.
Day 2
Assessment for Deeper Knowledge—Context Interpretation
This activity requires students to go beyond thinking about a word’s definition; it
asks students to apply the word’s meaning to understand the context of its use.
Individuals, pairs, or small groups may complete the work and share responses
with the whole group.










Mrs. Wilson is a strong advocate for a strict leash law in the city. What do
you think she would do if she found a stray puppy digging in her petunias?
Rocky loves solving complex math equations and playing the acoustic
guitar. Which one would you recommend that he pursue as an avocation
and why would you give this advice?
As she was cleaning out the attic, your mother found the corsage she
wore to her prom and the family tax returns from 1982. What memories
do you think each of these will evoke for her?
It is your job to prepare the programs for the church Christmas musical.
As you type the order of events, where will you place the invocation?
Your parents say that their decision about no spring break road trip is
irrevocable. What do you think their reaction would be if your best friend
came over to plead your case?
Your sister doesn’t want to violate the school dress code with garments
that would be considered too provocative. As she is shopping, what
kinds of clothing would you recommend that she buy?
When you are introduced to someone for the first time, you usually try to
avoid conversation topics that would be controversial or provoke
disagreement. What topics would you try to avoid?
To save money, your boss just announced that he plans to revoke the
policy guaranteeing annual pay raises. How will the workers in your
company react?
If you were described by others as vocal and your best friend was
described as shy, how would the two of you behave differently?
If you are in the process of choosing your future vocation, what kinds of
things should you consider as you make your choice?
Day 2
Assessment for Deeper Knowledge—Context Interpretation
Tier II Additions
This activity requires students to go beyond thinking about a word’s definition; it
asks students to apply the word’s meaning to understand the context of its use.
Individuals, pairs, or small groups may complete the work and share responses
with the whole group.










Mrs. Wilson is an advocate for a leash law in the city. What do you think
she would do if she found a puppy digging in her flowerbed?
Rocky loves solving math equations and playing the guitar. Which one
would you recommend for his avocation? Why would you give this
advice?
As she was cleaning out the attic, your mother found the corsage she
wore to her prom. What memories do you think it will evoke for her?
It is your job to prepare the programs for the church Christmas musical.
As you type the order of events, where will you place the invocation?
Your parents say that you can’t go on a road trip for spring break. Their
decision is irrevocable. What do you think their reaction would be if your
best friend asked them to reconsider their decision?
Your sister doesn’t want to violate the school dress code with clothes that
are too provocative. As she is shopping, what kinds of clothing should
she buy?
When you meet someone for the first time, you usually don’t discuss
topics that would provoke disagreements. What topics should you avoid?
To save money, your boss announced that he plans to revoke the annual
pay raises. How will the workers in your company react?
Someone has described you as vocal and your best friend as shy. How
do the two of you behave differently?
If you are choosing your future vocation, what things should you consider
as you make your choice?
Day 2
Assessment for Deeper Knowledge—Context Interpretation
Tier III Accommodations/Modifications
This activity requires students to go beyond thinking about a word’s definition; it
asks students to apply the word’s meaning to understand the context of its use.
Individuals, pairs, or small groups may complete the work and share responses
with the whole group.





Mrs. Wilson is an advocate for a leash law in the city. What do you think
she would do if she found a puppy digging in her flowerbed?
When you meet someone for the first time, you usually don’t discuss
topics that would provoke disagreements. What topics should you avoid?
To save money, your boss announced that he plans to revoke the annual
pay raises. How will the workers in your company react?
Someone has described you as vocal and your best friend as shy. How
do the two of you behave differently?
If you are choosing your future vocation, what things should you consider
as you make your choice?
Tiers IV & V Modifications
 Choose 1 or 2 high importance words for student to discuss with
peer student, teacher, or paraprofessional. Allow student to use
any electronic means (i.e., computer, AlphaSmart, etc.).