Samples: rBook Vocab
Routine
Denice Rodaniche
Scholastic Implementation Manager
Tips
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This routine is DIFFERENT from how you may have taught vocabulary in
the past. It begins with heavy teacher modeling, or “I Do”. This includes
providing several examples and the meaning before asking for student
examples. It NEVER includes asking for a student to guess or supply the
meaning, nor does it have students look up the word in the glossary. (See
the Red Routines tab in the back of the TG for complete details.)
Remember that this routine should have lots of student interaction, including
“whole group response”, meaning that students will respond chorally when
prompted. That might mean, for example, repeating something after the
teacher, or waiting for a signal to say something all together.
Before the lesson begins, assign students in pairs (one and two). Frequently
give those pairs a quick assignment, like generating at least 2 ideas that
might fit in a sentence starter blank, or read the sentence starter to each
other, completing the blank with something that they think fits. (It is always
good to make these very open-ended, when possible, so that many
answers could fit.)
Remember to use an electronic timer! Tell them they have 30 seconds, for
example, to share sentences with their partner, or one minute (or two) to
write and complete the sentence. This easily raises accountability, as long
as they know you stick to it, and don’t keep giving them more time.
• anguish
(noun)
• Rate: 1 2 3 4
• Example: When someone loses a loved one they might feel
terrible anguish.
• Meaning: feeling of extreme sadness
• Example: My family felt anguish over the loss of our treasured family
photo albums and heirlooms due to the flood.
Discuss with your partner and be ready to share out:
1. What might cause a teenager to feel anguish? Why?
• ______ might cause a teenager to feel anguish because _______.
Choose sentence #1 above, #2 below, or an example of your choice:
2. Describe something that caused you to experience anguish when you
were a child.
• When I was a child, I experienced anguish when ____________.
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• abandon
(verb)
• Rate: 1 2 3 4
• Example: When we couldn’t fix our flat tire, we had to abandon our
car to go find help in the next town.
• Meaning: To leave behind
• Example: I didn’t really want to abandon the box of my favorite comics
when we moved, but we couldn’t fit it in the trunk of our car!
Discuss with your partner and be ready to share out:
1. What might cause people to abandon their homes? Explain.
• _______ might cause people to abandon their homes because
__________.
Choose sentence #1 above, #2 below, or an example of your choice:
2. Why might someone have to abandon a pet?
• Someone might have to abandon their pet because ____________.
Target Word
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border (noun)
1 2 3
Mrs. Rodaniche’s son Andrew lives in San Diego, which is near the
border between the U.S. and Mexico.
Target Word

border (noun)
1 2 3
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Meaning: The line that divides two countries or places
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Target Word
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border
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Meaning: The line that divides two countries or places
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Examples:
1.
2.
(noun)
Sometimes a river will be the ______ between two
countries.
When there are not enough jobs, sometimes citizens
will cross over the ___________ into another country
to find work.
Target Word
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border
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Meaning: The line that divides two countries or places
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Examples:
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(noun)
I would know if I crossed a border into another country
because ________________.
The river that lies on the border of New Jersey and
Pennsylvania is the _________ River.
Choose either of the last two for example in rBook