Robust Vocabulary Instructional Sequence
Planning: Before the Read Aloud…
1. Choose 3 “tier 2” words in your read aloud.
2. Come up with a student friendly definition for each word. Try to use the
terms something, someone, or describes when explaining the definition.
Mark the words with a sticky note in your read aloud book.
First Encounter: During the Read Aloud…
1. Clarify the word when it is met in the text and provide the student
friendly definition.
Explain/Discuss/Summarize: After the Read Aloud or The Next Day…
1. Revisit the story for each word and add word to the Word Winner Chart
2. Contextualize the word for its role in the story.
a. In the story, Lisa was reluctant to leave the Laundromat without
Corduroy.)
3. Have children repeat the word.
a. Say the word reluctant with me, reluctant
4. Explain the word in student friendly language
a. Reluctant means you are not sure you want to do something.
5. Provide examples in contexts other than the one used in the story.
a. Someone might be reluctant to eat a food that they never had
before, or someone might be reluctant to ride a rollercoaster
because it looks scary.
6. Students interact with examples or provide their own examples.
a. Tell about something you would be reluctant to do. Try to use
reluctant when you tell about it. You could start by saying
something like “I would be reluctant to ___”
7. Have children say the word again
a. What’s the word that means you are not sure you want to do
something?
Using all the words: Beyond the Read Aloud
1. Tally the words throughout the week as they are used correctly in
student oral or written language.
2. Engage students in practice interacting with the target words throughout
the week (see reverse)
3. At the end of the week, total the word tallies and declare a winner!
Transfer words to a poster or create a big book as a reference
throughout the year.