Planning for Tier I Instruction
Handout 5 (1 of 2)
Vocabulary Lesson-Planning Ideas
Semantic feature analysis: Semantic feature analysis is a strategy in which students use a grid
to determine how sets of words are related. Students use vocabulary words preselected by the
teacher to see how they relate to key features. When students use this strategy successfully,
they have an increased understanding of the meaning of vocabulary words, can group words
into categories, and can discuss the completed grid.
Frayer Model: The Frayer Model is a strategy to build vocabulary understanding. It uses a
graphic organizer divided into four sections that provides students with a visual representation
of a vocabulary word. Students are required to define the target word, provide facts about the
word, and apply the meaning of the word with examples and nonexamples.
Examples and nonexamples: Providing students with examples and nonexamples is a strategy
to define unfamiliar words. Teachers and students use concrete words, pictures, or symbols to
show understanding of the word. Using words that are antonyms or synonyms is not providing
an example or nonexample (e.g., target word = enormous; examples = elephant, dinosaur,
mountain, skyscraper; nonexamples = mouse, sliver, penny, paper clip).
Antonyms and synonyms: Teachers and students may use an antonym or synonym of a target
word to show meaning. However, teachers should be cautious when using antonyms and
synonyms to define vocabulary words. Although synonyms can be useful and are often all that
is needed for students to understand the meaning of a word, they should not be overused. Not
all words have antonyms. Struggling students and English language learners may find it
confusing if the target word and its antonym, both unfamiliar words, are taught at the same
time.
Defining in your own words: Often, dictionary definitions are confusing to students, leaving
them frustrated and still not knowing the meaning of the word. Therefore, as a scaffold for
students when teaching word meaning, teachers provide a student-friendly definition of the
word that matches its purpose in the text. For older students, teachers show students how to
select the correct meaning of the word from the dictionary and “shrink” the definition,
rewriting it in their own words to show understanding.
Illustrating a word: Teachers and students use symbols or pictures to depict their
understanding of vocabulary words. This scaffold is especially helpful for readers who struggle
and English language learners.
Using vocabulary words in powerful sentences: Teachers provide ongoing support and
scaffolding as students create powerful sentences with the new vocabulary. By “powerful
sentences,” we mean sentences that use the word in the correct context and include seven or
more words. We set this limit so that, for example, students do not create sentences for the
word concrete such as “I am concrete,” “My brother likes concrete,” or “Concrete is good.”
Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin
© 2014 Texas Education Agency/The University of Texas System
Planning for Tier I Instruction
Handout 5 (2 of 2)
Finding vocabulary words in text: Teachers select words that are crucial to understanding the
main ideas of the text. These words are unfamiliar to most students but are the most likely for
students to encounter in other texts. Teachers may include words that students would not be
able to learn independently through context. Research supports teaching only a few words to
help students comprehend text.
Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin
© 2014 Texas Education Agency/The University of Texas System