1. Students’ word knowledge is linked strongly to academic
success because students who have large vocabularies
can understand new ideas and concepts more quickly
than students with limited vocabularies. The high
correlation in the research literature of word knowledge
with reading comprehension indicates that if students do
not adequately and steadily grow their vocabulary
knowledge, reading comprehension will be affected
(Chall & Jacobs, 2003).

2. There is a tremendous need for more
vocabulary instruction at all grade levels by
all teachers. The number of words that
students need to learn is exceedingly large;
on average students should add 2,000 to
3,000 new words a year to their reading
vocabularies (Beck, McKeown & Kucan,
2002).

3. There is a tremendous need for more
vocabulary instruction at all grade levels by
all teachers. The number of words that
students need to learn is exceedingly large;
on average students should add 2,000 to
3,000 new words a year to their reading
vocabularies (Beck, McKeown & Kucan,
2002).

4. Keys to Vocabulary Instruction
• Help students develop a love of
language.
• Immerse students in a variety of
language learning experiences.
• Read extensively.
• Teach word learning strategies.
• Teach individual words.

5. What word did you
hear or see today
that grabbed your
attention?

6. Word of the Day
What is your favorite word?
What is the most interesting word you heard
today?
What is the most interesting word you read
today?
What is the most important word you learned
today?
What words should I be learning?
What words should I know?

7. Morning Message
Friendly Greeting - I attempt to use a form of
alliteration, playing with first letter sounds, grabbing students
attention, while setting the tone for the school day (i.e. Mellow
Monday, Trying Tuesday, Wise Wednesday, Thoughtful
Thursday, Frizzled Friday).
Current Event - I incorporate a sentence or two that relates to
something we have been discussing in school, a current event or the
weather.
Expository Text - I explain the student’s first
assignment, weaving in transition words, academic vocabulary and
novel vocabulary. This provides students an opportunity to infer the
meaning of vocabulary by using context clues or word parts. Students’
actions allow me to assess understanding and provide feedback.
Friendly Closing - I like to use the closing , “Happy Thinking”, trying
to communicate that learning is thinking.

8. What is the most important word?
Why is the most important word?
How does this word help you understand the
passage?
How does this word help you use schema and
text context to understand the selection?

9. Poetry 180
• Read aloud a poem two times.
• Pause and ask, “What do you think?”
• Then pass out a copy of the poem.
• Next students read the poem (silently or
with a buddy). While reading students
mark the poem as they prepare for
discussion.
• Discuss the poem by referring to marked
thinking.

10. Vocabulary Focus Lesson
(10 - 15 minutes)
• Name and introduce the strategy.
• Demonstrate how to use the strategy.
• Give the students an example to try.
• Provide feedback while students are
working with example.
• Debrief
-What did the students learn?
-How will this lesson be applied?

11. Vocabulary Lesson Focus
Word Observation
Important Vocabulary
Context Clues

12. Reading Aloud to . . .
• Week 1 - Listen to Words
• Week 2 - Note Interesting Words
• Week 3 - Note Important Words
• Week 4 - Note Words that Create an
Image
• Week 5 - Word Sketch
• Week 6 - Stretch the Sketch

13. Five-Day Context Clue Cycle
Day 1
Name and define the strategy.
Demonstrate how and why to use the strategy.
Day 2
Redefine and clarify the how and why of the strategy.
Apply the strategy to teacher supplied example.
Debrief by discussing the meaning of the targeted word and how
the strategy helped determine the meaning.

14. Day 3
Students define the strategy.
Students search for strategy in teacher provided text.
Students define word that strategy helped them define.
Students debrief by discussing why they think the author used the
strategy.
Day 4
Students refine their understanding by searching for strategy use in self-
selected text.
Students create a chart with sentences that model the strategy.
Day 5
Students write their own text using the strategy.
Create an anchor chart that defines the essential
characteristics of the strategy.

15. Using Context Clues
• Is the idea defined within the text?
• What part of speech is the word?
• Are there synonyms within the text that I can
use?
• Are there antonyms within the text that I can
use?
• Are there graphic features within the text that I
can use?
• Have I summarized information from the text?
• Have I used the title to think about the
text/vocabulary?
• Have I reread the text to find clues?

16. “Writing makes me aware of the extraordinary in the ordinary.”
Donald Murray from Crafting a Life in Essay, Story, Poem

17. Writing Notebook
• Easy to Handle
• Portable
• Personalized
• Write Daily
• Talk to Yourself
• Play with Ideas/Writing
• Collect Seeds

18. Breathe in a Piece of the World
• Notice a piece of your world.
• Use an object from classroom.
• Discuss object, noticing different
perspectives and generating vocabulary.
• Rapid Write (Word Savvy, p.137)
• Share.
• Reflect.

19. Breathing In
Carefully examine an object in the room.
While examining the object notice
details, little details.
Look at the object from different
perspectives, notice details you may not have
observed before.
Sketch the object.

20. In the next 3 minutes create a list of
words that popped into your mind
while you were observing and
sketching the object.
Challenge yourself to not pick up
your pencil while making your list.

21. “We need to read and reread
the finest writers we can find.
We need to study and savor
their language.”
Breathing In Breathing Out, page49, by Ralph Fletcher