Bringing Words to Life:
Developing Robust Vocabulary
Developed by Jane Cook and Donna Drasch
EASTCONN Staff Development Specialists
Mill #1, 3rd Floor
322 Main Street
Willimantic, CT 06226
(860) 455-0707
jcook@eastconn.org and ddrasch@eastconn.org
Developing Robust Vocabulary Handout – Page 1
Robust Vocabulary Development
Based on the work of Isabel Beck, Margaret G. McKeown and Linda Kucan in
Bringing Words to Life: Robust Vocabulary Instruction (2002)
What Does the Research Say?
Isabel Beck, Professor of Education at the School of Education at the University of Pittsburgh
states that:
o It is clear that a large and rich vocabulary is the hallmark of an educated individual.
(Beck, McKeown & Kucan, 2002)
o Vocabulary knowledge is strongly related to reading proficiency and school achievement.
(Beck, McKeown & Kucan, 2002)
o There are profound differences in vocabulary knowledge among learners from different
ability or socioeconomic (SES) group from toddlers through high school. (Beck,
McKeown & Kucan, 2002)
o First-grade children from higher SES groups knew twice as many words as lower SES
children (Graves & Slater, 1987).
o High-knowledge third graders had vocabularies equal to low-performing 12th graders
(Smith, 1941).
o High school seniors near the top of their class knew about four times as many words as
their lower-performing classmates. (Smith, 1941)
o Most frightening is that once established, such differences appear difficult to ameliorate.
(Biemiller, 1999; Hart & Risley, 1995)
o Teachers must make vocabulary instruction robust, vigorous, strong and powerful to be
effective. (Beck, McKeown & Kucan, 2002)
Words are learned from context, but…there are four different kinds of contexts:
1. Misdirective – Those contexts that direct the reader to an incorrect meaning of a
word (Beck, et al, 2002, page 4)
2. Nondirective – Those contexts that are of no assistance to a reader (Beck, et al,
2002, page 5)
3. General – Those contexts that allow readers to place a word in a general category
(Beck, et al, 2002, page 5)
4. Directive – Those contexts that lead readers to a specific, correct meaning of a
word
Don’t assume that context clues will always lead the reader to understanding.
A Simple Formative Vocabulary Assessment (Dale, 1965; Beck, et al, 2002)
Words
Know it well,
Know
Have seen or
Do not know the
can explain it
something
heard the word
word
and use it
about it, can
relate it to a
situation
Developing Robust Vocabulary Handout – Page 2
Five Types of Vocabulary
Every person has five different types of vocabulary:
1. Listening vocabulary (receptive)
2. Thinking vocabulary
3. Speaking vocabulary (expressive)
4. Reading vocabulary
5. Writing vocabulary
Our job as teachers is to develop all types of vocabulary. As the first three types increase, the 4th
and 5th type will also increase. When helping students “crack the code”, we need to help them
see that words in their reading are already known words in their listening and speaking
vocabularies, they have just never seen them in writing before (Quality Quinn presentation at
Windham Summer Literacy Institute, 2005).
Choosing Words to Teach
Words in our language have different levels of utility. Isabel Beck and her colleagues
have developed the concept of “tiers of words” (Beck, et al, 2002).
Tier One Words
o Consist of basic words (AKA “high frequency words”)
o Rarely require instructional attention
o Examples are: baby, clock, happy, walk, jump, hop, slide, girl, boy, dog
Tier Two Words
o Consist of high frequency words that are found across a variety of subject areas or
domains
o Instruction in these words can add dramatically to a student’s use of language
o Examples include: coincidence, absurd, industrious, fortunate
Tier Three Words
o Consist of words whose frequency of use is quite low and often limited to specific subject
areas or domains
o Are best learned when a specific need arises such as during a science or geography lesson
o Examples include: isotope, lathe, peninsula, refinery
To benefit students in building a robust vocabulary, teachers should focus on teaching Tier Two
words.
Criteria for Identifying Tier Two words:
 Importance and utility: Words that are characteristic of mature language users and appear
frequently across a variety of domains.
 Instructional potential: Words that can be worked with in a variety of ways so that
students can build rich representations of them and of their connections to other words
and concepts.
 Conceptual understanding: Words for which students understand the general concept but
provide precision and specificity in describing the concept. (Beck, et al, 2002, page 19)
Developing Robust Vocabulary Handout – Page 3
Vocabulary Activity – It’s Your Turn
Silently read the following passage from Jack London’s The Call of the Wild and
then write five Tier Two words in the table below the passage.
Tier Two Words
Students’ Likely Expressions
1.
2.
3.
4.
5.
With a partner(s), discuss why you chose those words as important Tier Two words
and talk about how you would use the concept of Tier Two Words for your grade
level and/or content area.
Developing Robust Vocabulary Handout – Page 4
Vocabulary Activities
Adapted from Karen Carpenter
Source: http://www.nevadarea.org/Karens_vocab_lesson.doc
Based on the work of Isabel Beck, Margaret G. McKeown and Linda Kucan in
Bringing Words to Life: Robust Vocabulary Instruction (2002)
Developing Robust Vocabulary
1. Choose three Two Tier words from a children’s book. These should be words
that you feel are integral to comprehension or will be useful to students
beyond this particular book. Students should have some background
knowledge about each word so that they can make connections and develop a
conceptual understanding of the new words. The word should be “a useful
addition to students’ repertoires”.
2. During a read aloud, introduce the three words.
a. During or after the reading of the story NOT before
b. Use student friendly definitions
c. Use the context of the story
d. Pantomime the word
3. Extension activities (see next page for descriptions):
a. Word Associations
b. Have you ever?
c. Applause
d. Idea completions
Model of Sample Vocabulary Activity
Hooway for Wodney Wat by Helen Lester (2000)
Wodney Wat is about a rodent name Rodney Rat who can’t pronounce his r’s. Below
are brief excerpts. Tier Two words are bold and underlined.
“A twain twavels on twain twacks,” Wodney replied miserably.
Miserably – to feel very bad because someone has hurt your feelings or to feel
badly because you are sick
“All of this teasing day in and day out made Wodney the shyest rodent in his
elementary school.”
Teasing – to use words or actions to make fun of someone in order to get other
people to laugh
Developing Robust Vocabulary Handout – Page 5
“And while the other rodents scurried and scooted about at recess, Wodney hid
inside his jacket.”
Scurried – to run quickly
Some
Word



Possible Extension Activities
Associations
Which word goes with ‘making fun of someone’?
Which word goes with ‘running quickly’?
Which word goes with ‘feeling horrible’?
Have



you ever?
Describe a time when you have felt miserable.
Show me what scurry looks like
Tell me about a time when you have been teased
Applause, applause:
Clap not at all, a little bit, or a lot if
 Teasing is something you wish people would do to you and why.
 You like to feel miserable?
 You scurry out to recess and why?
Idea Completion:
 The child coughed throughout the night and did not sleep well, he felt
miserable so …
 After watching Jane tease and tease the boy about falling on the ice,
Carina…
 The rabbit scurried across the field because…….
Developing Robust Vocabulary Handout – Page 6
VOCABULARY RESOURCES
The Top 500 High Frequency Words Found in Print
The First 100
the
he
be
what
which
out
into
no
made
long
of
for
this
by
their
them
has
make
over
little
and
was
from
all
said
then
more
than
did
very
A
on
I
were
if
she
her
first
down
after
to
are
have
when
do
many
two
been
only
words
in
as
or
we
will
some
like
its
way
called
is
with
one
there
each
so
him
who
find
just
much
day
work
here
old
between
under
next
show
school
go
same
three
take
number
name
read
sound
large
important
good
right
must
why
great
should
last
below
often
until
new
look
because
help
tell
home
never
saw
together
form
you
his
had
can
about
these
see
now
use
where
that
they
not
an
how
would
time
people
may
most
it
at
but
your
up
other
could
my
water
know
out
also
part
different
say
give
left
thought
house
keep
me
around
even
away
small
air
end
both
don't
children
The Second 100
get
man
another
place
again
every
line
along
few
world
through
too
came
well
off
found
set
while
those
going
back
any
come
such
went
still
own
might
always
want
write
think
does
put
men
big
us
something
asked
food
Developing Robust Vocabulary Handout – Page 7
The Third 100
feet
four
need
night
paper
sure
example
learn
didn't
face
land
head
far
picture
hard
knew
heard
point
car
door
side
above
hand
being
near
it's
several
city
morning
cut
without
kind
high
study
sentence
try
change
play
I'm
done
boy
began
year
second
better
told
answer
toward
body
group
once
almost
mother
soon
best
young
room
five
upon
true
animals
live
light
story
across
sun
sea
himself
family
half
life
page
country
since
during
thing
against
usually
later
red
enough
got
father
white
today
whole
top
money
turn
fish
took
earth
let
ever
however
hear
turned
seen
move
plants
run
book
gave
order
open
tree
learned
become
able
fire
oh
fast
matter
stop
course
brought
grow
dog
ready
person
felt
stand
am
front
close
draw
shown
green
hot
kept
box
talk
American
nothing
yet
mean
yes
anything
notice
start
whether
space
though
less
English
built
hold
can't
that's
fine
The Fourth 100
United
States
ground cold
really
table
remember
inside ago
sad
early
I'll
idea
before lived
became add
wind
behind cannot letter
among
rest
perhaps certain six
feel
special ran
full
town
complete
state
list
stood
hundred ten
strong voice
probably area
horse
class
piece
surface river
common
living
black
eat
short
The Fifth 100
round
already
power
leave
ice
sat
lay
center
happened
alone
dark
warm
problem
everything
ship
possible
size
field
foot
bottom
past
gone
longer
game
themselves
heart
wild
stay
care
walk
ball
finally
winter
system
begin
real
weather
itself
low
check
girl
summer
deep
bring
fact
simple
miss
boat
else
fall
road
understand
heavy
watch
third
snow
pattern
question
gold
poor
Blue
Moon
carefully
Shall
Quite
Rain
Sky
Wide
Build
Map
instead
animal
follow
dry
carry
suddenly
walked
least
glass
friend
either
mind
beautiful
within
distance
leaves
main
tiny
rock
language
held
outside
everyone
floor
although
easy
someone
hour
tall
job
Developing Robust Vocabulary Handout – Page 8
Latin Cognates
Source: http://www.qualityquinn.com/Documents/latin_cognates.html
Root
act
agri
alt
alter
ambul
amo/ami
ang
anim
annu/enni
apt, ept
aqua
aqua
art
aud
belli
brev
cad, cas
cal
cam
cand
cap
cede/ceed
ceive, cept
center, centr
cert
cide, cise
cip
claim, clam
clar
cline
clud
cogn
commun
cord
corp
credit
cum
cur
cur
dent
dict
div
doc
domin
Meaning
do
field
high
other
walk, go
love
bend
life, spirit
year
suitable
water
water
skill
hear
war
short
fall
hot
field
glow, white
head
go
take, receive
center
sure
cut, kill
take, receive
shout
clear
lean
shut
know
common
heart
body
believe
heap
run
care
tooth
speak
divide
teach
master
Examples
act
action
React
actor
activate
agriculture agronomist Agrarian
agronomy
altitude
altimeter
Alto
altocumulus
alternative altercation
ambulance amble
circumambulate preamble
somnambulant
amiable
amity
Amatory
amateur
angle
triangle
Quadrangle
angular
animate
animosity
Animal
inanimate
annual
annually
Biennial
centennial
aptitude
ineptitude Adept
inept
apt
aqueduct
aquatic
Aqueos
aquamarine
aquarium aquatic
Aqueous
aquamarine
artisan
artist
Artificial
artifact
audible
auditory
Audience
audition
bellicose
antebellum Belligerent
rebellion
abbreviation brevity
Breve
cadence
cadaver
Cascade
decadence
calorie
caldron
Scald
campus
camp
Campaign
encamp
candle
candidate Candelabra
incandescent
cap/caption captain
Capital
decapitate
precede
recede
Succeed
antecede
receive
reception
Accept
conception
central
centrifugal Eccentric
egocentric
certain
certify
Ascertain
certificate
suicide
scissor
Incisor
insecticide
recipient
incipient
Participate
recipe
proclaim
clamor
Exclaim
acclaim
Proclamation
clarity
declare
Clarify
declaration
incline
recline
Decline
inclination
inclide
conclude
Exclude
preclude
seclude
recognize cognition
Cognizant
incognito
community communal Communism
excommunicate
cordial
accord
Concord
discord
corporation corpus
Corpse
corps
corpuscle
credit
discredit
Incredible
credulous
cumulative accumulate Cumulus
current
occurrence Excursion
concur
recur
manicure
pedicure
Cure
curable
curative
dental
dentist
Dentifrice
trident
dictate
predict
Contradict
dictionary
divide
dividend
Division
divorce
divisible
doctrine
document Docile
doctor
indoctrinate
dominate
predominate Dominion
A.D. (Anno Domini)
Developing Robust Vocabulary Handout – Page 9
Root
don, donat
duc(t)
fac
fer
fic
fig
firm
flex/flect
form
fract, frag
frater
fric
fug
funct
grad, gross
grat
greg
hab, hib
homo
hosp, host
imag
init
integ
ject
jud/jus
junct
jur
lab
laps
lat
liber
loc
luc
lud, lus
lum
luna
lust
man
mand
mar
mater, matri
max
mem
ment
merge, mers
migr
mim
Meaning
give
lead
make/do
bring
make,do
form
securely fixed
bend
shape
break
brother
rub
flee
perform
step
please
gather
hold
man
host
likeness
beginning
whole
throw
law
join
law, swear
work
slip
carry
free
place
light
play
light
moon
shine
hand
order
sea
mother
greatest
mindful
mindful
dip, dive
move
same
donation
educate
factory
transfer
efficient
figure
firmament
flexible
form
fracture
fraternity
friction
fugitive
function
gradual
gratitude
gregarious
habit
homicide
hospitality
image
initial
integrate
inject
judge
juncture
jury
labor
elapse
lateral
liberty
locate
lucid
ludicrous
illumine
lunar
luster
manual
command
maritime
maternal
maximum
memory
mental
submerge
migrate
mime
donor
duct
manufacture
confer
proficient
figment
confirm
reflex
uniform
fraction
fraternal
fricative
refugee
functional
graduation
grateful
congregation
habitual
Homo sapien
hospice
imagine
initiative
integral
projectile
judicial
conjunction
jurisdiction
laboratory
collapse
bilateral
liberate
location
elucidate
interlude
luminary
lunatic
illustrate
manufacture
demand
marine
maternity
maxim
remember
demented
submerse
immigrant
mimeograph
Examples
pardon
conduct
benefactor
Refer
sufficient
configuration
Affirm
Reflect
formation
Fragile
fratricide
dentifrice
centrifugal
malfunction
degrade
congratulate
segregation
habitat
hombre
hospital
imaginative
Initiate
integrity
Reject
prejudice
adjunct
perjury
elaborate
relapse
unilateral
Liberal
allocate
translucent
Elude
luminescent
lackluster
manuscript
remand
submarine
matricide
maximize
memento
mention
emerge
emigrate
pantomine
donate
aqueduct
facsimile
defer
disfigure
infirm
deflect
transform
fragment
refuge
dysfunction
progress
gratify
aggregation
prohibit
homage
hostess
imagery
integer
eject
just
injunction
jurisprudence
collaborate
prolapse
quadrilateral
libertine
dislocate
illusion
luminous
illustrious
manipulate
mandate
mariner
matrix
mention
menticide
immerse
migratory
mimic
effigy
regress
exhibit
collateral
illusive
matron
Developing Robust Vocabulary Handout – Page 10
Root
Meaning
min
small
minist
servant, officer
mit/miss
send
mob
move
mon
advise, warn
mort
death
mot/mov
move
multi
many
mut
change, interchange
narr
tell
nat
born
nav
ship
neg
no
not
mark
noun, nunc declare
nov
new
numer
number
ocu
eye
opt
best
ord
row
orig
beginning
pater
father
ped/pod
foot
pel/puls
drive
pens/pend hang
plic, plex
fold
plur
more
pon
place
pop
people
port
carry
pos
place
pug
fight
pul
urge
put
think
quer,ques
ask, seek
rad
ray, spoke
ras
scrape
rect
straight
rect
straight
reg
guide, rule
rid
laugh
rupt
break
san
health
scend
climb
sci
know
scribe, script write
sect
cut
minimum
minister
missile
mobile
admonish
mortal
motor
multiply
mutation
narrate
natal
navy
negation
notation
announce
novice
numeral
oculist
optimal
order
origin
paternity
pedal
repel
suspend
complicated
plural
opponent
population
portable
position
pugnacious
compulsory
computer
query
radius
erase
erect
erect
regal
ridiculous
rupture
sanitary
ascend
science
scribe
dissect
minute
administer
mission
automobile
premonition
mortician
motion
multitude
immutable
narrative
native
naval
abnegnation
notable
pronounce
novel
enumerate
binocular
optimist
ordinary
original
paternal
pedestrian
expel
pendulum
multiplication
plurality
exponent
popular
porter
compose
pugilist
expulsion
reputation
inquiry
radiology
abrasive
rectangle
rectangle
reign
deride
interrupt
sanitarium
descend
conscience
inscribe
bisect
Examples
Minus
administration
transmit
Mobility
admonition
post mortem
Move
Multiple
Mutual
narrator
nationality
navigate
negative
Denote
denounce
Novelty
numerous
monocular
optimize
Ordinal
originate
patriarch
Podium
compulsion
appendix
duplicate
Plus
proponent
Pop
transport
Deposit
repugnant
compulsion
Deputy
question
Radio
Rasp
Correct
Rectify
regulate
Ridicule
Erupt
Sane
descendent
conscious
describe
Section
minor
dismiss
immobile
monitor
mortality
motive
multiplicity
commute
innate
circumnavigate
renege
notice
enunciate
innovate
enumerable
optimize
extraordinary
aborigine
patricide
pedestal
propulsion
suspense
pluralism
postpone
populace
pormantea
composit
impugn
repulse
disreputable
inquest
radioactive
razor
direction
direction
regime
derisive
abrupt
insanity
transcend
scientific
script
sector
ordinance
preposition
request
radium
correct
regent
scripture
Developing Robust Vocabulary Handout – Page 11
Root
sed
sens
sent
serv
sign
sim
sist
sol
solv
son
spec
spir
sta
stell
stimu
strict
struct
sum
surg, surr
tact, tang
tain
temp
ten
term
terr
tex
tort
tract
trib
trud/trus
turb
urb
vac
vag
var
ven
ver
ver
vict/vinc
vid/vis
vit/viv
voc, vok
void
vol
volv
vor
Meaning
settle
feel
feel
save, keep
mark
like
stand
alone
loosen
sound
see
breathe
stand
star
goad
draw tight
build
highest
rise
touch
hold
time
hold
end
land
weave
twist
pull
give
push
confusion
city
empty
wander
different
come
turn
truth
conquer
see
live
voice
empty
wish
roll
eat
sedative
sense
consent
conserve
sign
similar
consist
solo
dissolve
sonar
inspect
respiration
stationary
stellar
stimulation
strict
construct
summit
resurrect
tactile
retain
tempo
tnure
terminal
territory
texture
contort
tractor
tributary
intrude
disturb
urban
vacant
vagrant
vary
invent
convert
verdict
victory
video
survive
vocal
void
volunteer
revolve
carnivore
sediment
sensation
sentiment
preserve
signature
simultaneous
resist
solitary
solvent
sonorous
spectacles
inspire
statue
constellation
stimulus
stricture
destructive
summary
insurgent
intact
contain
temporary
tenacious
termination
terrain
context
torture
subtract
tribute
protrude
perturb
suburb
vacate
vague
various
convention
introvert
verify
victim
television
vital
advocate
devoid
volition
revolution
herbivore
Examples
sedentary
sensible
dissent
reservoir
Signal
simulate
subsist
desolate
absolve
Unison
suspect
conspire
Stabile
stellate
stimulate
restrict
instruct
Sum
insurrection
contact
container
temporal
Tenant
determine
terrace
Text
Tort
Attract
contribute
obtrusive
Turbine
suburban
vacation
vagabond
Variant
Advent
Invert
Verity
convince
Visit
Vitamin
evocation
Avoid
benevolent
Involve
omnivore
sedate
sensory
assent
reseravation
insignia
simulate
assist
soliloquy
resolve
sonnet
spectator
spirit
stagnant
stimulant
constrict
structure
summon
resurgent
tact
detain
contemporary
retentive
exterminate
terrestial
textile
tortoise
retract
attribute
abstrusive
turbulent
urbane
vacuum
vagary
variety
convene
reverse
veracity
invincible
evidence
revive
convocation
avoidance
malavoler
evolve
voracious
simile
solve
summation
tangible
attain
retort
venue
versatile
aver
invoke
Developing Robust Vocabulary Handout – Page 12
LESSON PLAN
Teacher: ________________________________________________________________
Date: ________________
Grade/Class/Subject: ___Middle school__________
Unit/Theme: Developing Vocabulary __________
Standard/s: _LA 1.3______
Content Objective in Teacher Language: Students will become “word detectives”, finding words that match their
syllable type, writing those words on a post it note and posting their words on a Vowel Pattern Chart.
Content Objective in Student Language: I will find words that match my syllable type and
write them on post it notes. I will post my words on a Vowel Pattern Chart.
Language Objective in Teacher Language: Working in a small group (of like syllable types), students will share
their words, post them on a group Vowel Pattern Chart and share their group’s words with the whole class. They
will explain why their chosen words fit their syllable type.
Language Objective in Student Language: I will discuss my words with my small group. We will create
a group Vowel Pattern Chart. We share our words with the whole class. We will explain how our words
match our syllable type.
Key Vocabulary
Key vocabulary words will be
identified by the students as they read
and find words that match their syllable
type. Each group will have different
key words.




What Materials Will I Use?
Materials that students are using in
class, e.g., textbooks, guided reading
literature, independent reading, etc.
Student handout with “Hot Spot and
Dot” technique (page 16), the
Vowel/Syllable Pattern Chart
Examples chart on page 17, the
Vowel/Syllable Pattern Chart on page
18, the syllable types (pages 19-25),
Instructions for Word Detectives (page
26), Roles & Responsibilities of Group
Members (page 27) and Exit Card
(page 28)
Post it notes
Overhead transparencies of the
Vowel/Syllable Pattern Chart
Examples chart on page 17 and the
Vowel/Syllable Pattern Chart on page
18
How Will I Differentiate?
All groups will be expected to find
words that match their syllable type.
Students will choose their own book.
Students will be placed into groups and
assigned a particular syllable type
based on level of difficulty, e.g., Magic
e words are easier to find than C +le
words or Vowel Talkers/Vowel
Whiners. Students who need to be
challenged can be asked to generate as
many words as they can (from their
heads) that match their syllable type
within a certain time frame or they can
be asked to find multi-syllable words
that fit in at least two different boxes on
the Vowel/Syllable Pattern Chart.
SIOP Features
Preparation
___ Adaptation of Content
 Links to Background
___ Links to Past Learning
 Strategies incorporated
Scaffolding
 Modeling
 Guided practice
 Independent practice
 Comprehensible input
Grouping Options
 Whole class
 Small groups
___ Partners
 Independent
Integration of Processes

Reading
 Writing
 Speaking
 Listening
Application
 Hands-on
 Meaningful
 Linked to objectives
 Promotes engagement
Assessment
 Individual
 Group
 Written
 Oral
Lesson Sequence:
See next three pages entitled Lesson Sequence for Vocabulary Development: Creating Word Detectives for specific details
of lesson sequence.
Reflections: This lesson can be done with any text and in any content area. For special needs students or second language
learners it might be better to introduce the syllable types one syllable at a time rather than all in one lesson. Knowing all of
the syllable types and using the “Hot Spot and Dot” technique will help students decode any unknown word they encounter.
Adapted from SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP®) for Windham Middle School
Developing Robust Vocabulary Handout – Page 13
Lesson Sequence for Vocabulary Development:
Creating Word Detectives
This lesson will engage participants in a vocabulary development activity. They will learn the
“Hot Spot and Dot” technique for breaking words into syllables. They will also learn about the
six syllable types and they will use whatever they are reading and become word detectives,
finding examples of their group’s syllable type. This strategy can be applied to any fiction or
non-fiction text. Knowing about the six syllable types and the “Hot Spot and Dot” technique for
breaking words into syllables will allow students to decode any unknown word that they
encounter. This lesson will take approximately 50-60 minutes to complete.
As a result of participating, students will be able to:
1. Use the “Hot Spot and Dot” technique to break words into syllable.
2. Find words that match their assigned syllable type and pronounce those words.
Time
5 minutes
5-10 minutes
Agenda
Outcomes
Welcome and Overview
1. Introduce the purpose of the lesson.
2. Explain that even though English is a language
that is made up from a number of other
languages, there are some predictable patterns
that can help us when we encounter words that
we don’t know. Tell them that today we will
become word detectives, looking for these
patterns.
Modeling How to Use the “Hot Spot and Dot”
Technique for Breaking Words Into Syllables
1. Ask students what a syllable is. If they are
having difficulty, explain that a syllable is part
of a word that is spoken together. It must have
at least one vowel and can have one or more
consonants. Tell them that they probably
clapped words into syllables when they were
younger. Clap the word “pocket” as you say it
to model the two separate syllables. Explain
that they will now learn a new way to divide
words into syllables that will help them
pronounce new words.
2. Tell the students that they are going to become
word detectives today, looking for specific
syllable types that match a particular pattern.
They will learn a technique that will help them
break words into syllables to help them in their
detective work.
3. Introduce the “Hot Spot and Dot” technique by
referring students to page 16. Describe the steps
and model an example on the board.
4. Ask students to work with a partner to apply the
“Hot Spot and Dot” technique to the four words
at the bottom of page 16.
Share purpose for lesson.
Introduce students to the concept
of patterns in the English
language.
Provide the students with a
model and strategy for decoding
vocabulary words using the “Hot
Spot and Dot” technique.
Developing Robust Vocabulary Handout – Page 14
10 minutes
15-30 minutes
Modeling the Six Syllable Types
1. Introduce the students to the six different
syllable types by referring them to the
Vowel/Syllable Pattern Chart Examples chart on
page 17.
2. Briefly explain each syllable type, referring
students to the explanations of the six syllables
on pages 19-25 and modeling an example of
each syllable type, applying the “Hot Spot and
Dot” technique, as appropriate.
Guided Practice in the Six Syllable Types
1. Give the following instructions orally to the
students and refer them to the Instructions for
Word Detectives on page 26 – it would also be
helpful to have these written on the board or on
an instruction sheet:
 You will be assigned a specific syllable type
and given post it notes.
 You are to take out one of your books and
become a word detective, looking for words
that match your syllable type.
 You will have five minutes to scan your
book, finding words that match your
syllable type.
 Write only one word that matches your
syllable type on each post it note along with
your name. You need to find at least 5
words.
 After five minutes is up, you will bring your
post it notes to your group (the other
students who are finding your syllable type)
and compare words with your group
members, making sure that they really
match your syllable type.
 Your group will post these on the
Vowel/Syllable Pattern Chart on page 18
and prepare to share your best examples
with the whole class.
2. Have the students count off by 6 (assign them
by guided reading group or some other method)
so that the class is divided into 6 groups.
Assign a different syllable type to each group.
Make sure that students know what syllable type
they will be looking for. Then ask them to take
out a book and start finding words that match
their syllable type and writing words on their
post it notes.
Describe each syllable type and
model examples.
Provide the students with guided
practice in decoding vocabulary
words applying the use of the
“Hot Spot and Dot” technique
and the syllable types.
Developing Robust Vocabulary Handout – Page 15
Guided Practice in the Six Syllable Types
(continued)
3. When five minutes is up, ask students to move
into their expert group (those detectives who
found the same syllable type). Refer them to
the handout entitled Roles and Responsibilities
of Group Members on page 27. Ask them to
assign a role to each group member. Tell them
that they have 1 minute to decide who will serve
in which role in their group. If they have fewer
than 5 group members, they will need to serve
in more than one role.
4. Give students 5-10 minutes to compare their
words and place them on the Vowel/Syllable
Pattern Chart on page 18 and prepare to share
your best examples with the whole class.
5. Tell each group that their Reporter should be
prepared to share their group’s words with the
whole class.
6. Pull the whole class together and ask the
Reporter from each group to share a word from
their chart. Scribe their word on an overhead
transparency of the Vowel/Syllable Pattern
Chart on page 18. Ask the rest of the class
whether those two words match the syllable
type and how they know. If it’s a multi-syllable
word, ask what other box on the chart it could
go into. Continue “round robin” so that all
groups contribute at least one word to the chart.
As time permits, continue soliciting words and
building the class chart using words from their
own reading materials.
5-10 minutes
Closure & Next Steps
1. Debrief the lesson by facilitating a discussion.
Ask students the following questions:
 What did you learn today?
 How do you think this will help you when
you read?
2. Ask students to write responses to each section
on the Exit Card to give you feedback on what
they learned during today’s lesson (see page
28). NOTE: You can also collect each
student’s post it notes as a formative
assessment.
Bring closure to the lesson and
collect feedback from the
students on the lesson.
Developing Robust Vocabulary Handout – Page 16
Hot Spot and Dot
Source: http://www.liketoread.com/read_strats_fix_it_up.php
Adapted from the work presented to Karen Haag by Dr. Wendy Cheyney, Florida International University
Use Hot Spot and Dot to figure out words that are unfamiliar. In order to use this strategy, the student should know
the difference between a long vowel (or say-its-own-name vowel) and a short vowel sound (or say-its-other-sound
vowel).
Students divide multi-syllable words using the rules that follow.
Hot Spot and Dot Steps to Figuring Out Multi-syllable Words:
1.
2.
3.
4.
5.
Spot the vowels.
Dot the vowels.
Connect the dots.
Divide the word into parts between the vowels.
Look at the syllable type to figure out the vowel sounds. (Remember, if the rules don't work, try
another sound.)
2-Consonant Rule
If there are 2 consonants, divide between them:
. .
__
but / ter (Say the u's other sound - not it's name.)
1-Consonant Rule
If there is 1 consonant, divide after the vowel. The vowel will say its name.
.__.
ta / ken (Say the a's name.)
The Bossy /r/
If there is an /r/ after the vowel - keep the /r/ with the vowel and say the r-controlled vowel sound.
.__.
fur / long (The u now has a new sound: /ur/)
The /le/ Rule
The le grabs the consonant with before it.
. .
___
ta / ble
Suffixes and Prefixes Rule
Suffixes and prefixes should be taken off immediately. Then work with the rest of the word.
mis / represent / ed
.__.___.__.__.
mis / rep /re /sent ed
Can you figure out these words using Hot Spot and Dot? Try it to see how easy it is!
contemporary
subterfuge
percolator
superstition
Developing Robust Vocabulary Handout – Page 17
VOWEL/SYLLABLE PATTERN CHART EXAMPLES
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University



Closed
Open
Magic e
(CVC or VC)
(CV or V alone)
(Words ending with e, 1st vowel says its name)



ran
get
not
2 Vowels (2 vowels together)
Talkers
Whiners
Bossy r
(Vowel + r – r takes over the vowel sound)



her
for
-ger



he
my
ti-
(1st V says name, 2nd is silent)
(Says /ow/, /oy/ or /oo/)






play
read
tried
mouth
oil
books
came
made
nice
C + le
(Words that end with C +le – sounds like /ul/)



ter ri ble
lit tle
ta ble
Developing Robust Vocabulary Handout – Page 18
VOWEL/SYLLABLE PATTERN CHART
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University
Closed
Open
Magic e
Bossy r
2 Vowels
C + le
Talkers
Whiners
Developing Robust Vocabulary Handout – Page 19
Closed Vowel Pattern
Definition: A word or syllable that contains only one vowel and is followed by
one or more consonants.
Jingle:
One lonely vowel “squooshed” in the middle, says its special
sound just a little.
Examples: sat
sand
at
bed
best
in
fin
print
top
shop
gum
bunch
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University
Developing Robust Vocabulary Handout – Page 20
Open Vowel Pattern
Definition: A word or syllable that ends with one vowel and that vowel is
long.
Jingle:
If one vowel at the end is free, it pops way up and says its name
to me.
Examples: me
she
hi
go
I
a
fly
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University
sky
flu
Developing Robust Vocabulary Handout – Page 21
Magic e Pattern
Definition: A word or syllable that ends in e, containing one consonant before
the final e AND one vowel before that consonant. In these words,
the vowel sound is long (says its name) and the ending e is silent.
Story:
The “magic e” is so powerful; it gives all of its strength to the
other vowel so that the vowel can say its real name. Since it
gave away all of its power, the final e is silent.
Examples: make
Steve
ride
hope
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University
cube
Developing Robust Vocabulary Handout – Page 22
Bossy r Pattern
Definition: A word or syllable containing a vowel that is followed by r, in
which the vowel sound is altered by the /r/.
Jingle:
The letter r is SO bossy, it tells the vowel that it (the vowel)
can’t say its short (special sound) or long (real name) sound,
but must say the r sound, like in “car”.
Examples: car
sharp
her
clerk
first
shirt
horn
storm
curl
churn
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University
Developing Robust Vocabulary Handout – Page 23
Double Vowel Talker Pattern
Definition: A word or syllable containing two adjacent vowels, in which the
first vowel is long and the second vowel is usually silent.
Jingle:
When two vowels go walking, the first one does the talking and
says its name.
Examples: rain
toe
day
suit
see
blue
meat
boat
pie
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University
Developing Robust Vocabulary Handout – Page 24
Double Vowel Whiners Pattern
Definition: A word or syllable that contains two adjacent vowels, in which the
vowels say neither their long nor their short sounds, but “whine” a
very different sound.
Story:
Sometimes, when two vowels are next to each other, they make
a funny whining sound, like when you fall down and say “ow”,
“aw”, “oy”, and get a “boo-boo”.
Examples: fault
cool
saw
look
joy
new
foil
loud
down
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University
Developing Robust Vocabulary Handout – Page 25
C + le Pattern
Definition: This syllable pattern ends with “le” , preceded by a consonant, and
only occurs in two syllable words.
Story:
When a word ends with a consonant and an “le”, the two “le”
grabs the consonant before it and we break the work into tow
parts right before that consonant.
Examples: ap-ple
ti-tle
bub-ble
ea-gle
ca-ble
pur-ple
Source: Read with “HuGs” handout from workshop presented by E. Judith Cohen, Ed.D, Florida International University
Developing Robust Vocabulary Handout – Page 26
INSTRUCTIONS FOR WORD DETECTIVES
 You will be assigned a specific syllable type and given post
it notes.
 You are to take out one of your books and become a word
detective, looking for words that match your syllable type.
 You will have five minutes to scan your book, finding
words that match your syllable type.
 Write only one word that matches your syllable type on
each post it note along with your name. You need to find at
least 5 words.
 After five minutes is up, you will bring your post it notes to
your group (the other students who are finding your
syllable type) and compare words with your group
members, making sure that they really match your syllable
type.
 Your group will post these on the Vowel/Syllable Pattern
Chart on page 18 and prepare to share your best examples
with the whole class.
Developing Robust Vocabulary Handout – Page 27
Roles and Responsibilities
of Group Members
Make sure that each person in your group is serving in at
least one role. If you have more than 5 people in your group,
have more than one Gatekeeper. If you have less than 5
people in your group, have group members serve in more
than one role. Everyone should serve as a secondary
facilitator, helping make the group’s work easier.

FACILITATOR...
The Facilitator leads the discussion, making sure
that everyone is fully participating. The word
Facilitator comes from the word facilitate which
means make easy.
SECONDARY
FACILITATOR… Everyone in the group serves as a secondary
facilitator, helping make the group’s work easier.
SCRIBE...
The Scribe writes for the group.
REPORTER...
The Reporter reports the small group's work to the
whole group.
TIMEKEEPER...
The Timekeeper keeps track of the time and
makes sure that the group finishes their task on
time.
GATEKEEPER...
The Gatekeeper makes sure that everyone is on
task.
Developing Robust Vocabulary Handout – Page 28
Exit Card
Name _______________________
Date ____________
Today I learned…
I think this will help me when I am reading because…
The part of this lesson I found most helpful was…
The part of this lesson I found least helpful was…