YSD 5 Instructional Strategies: Explicit Vocabulary Routine Option 2

Strategy: Explicit Vocabulary Routine (Option 2) GLAD Cognitive Content Dictionary (CCD) *To ensure all students at varying English Language proficiency levels can access content, use supplementary materials such as graphs, models, hands-on materials, and visual aids to make lessons clear and meaningful. Washington Transitional Bilingual Instruction Guidelines Planning for Explicit Vocabulary Routine Select words: tier 2 ( transferability among contents); tier3 (content specific) that are key to understanding the concept Create heterogeneous student groups Create CCD template on white butcher (26” x 32”) or flip chart paper Display CCD template

Model of CCD New Word Prediction Final Meaning Oral Sentence H- Clues Sketch NH- LI

Cognitive Content Dictionary Grades 2-12: Write new word (in one color which will be used across entire row) K-1 Variation: Use interactive writing, do not pre-write word, only have lines for each letter. Follow Steps Below:  Clap syllables  Use fingers to count sounds  Ask what is the first sound of the word  Have students raise hands if they know the name of the letter that makes the sound; have them point to sound spelling card in room. Choose student to write letter on the CCD line.  Whole class air writes letter  Use grade level standards to focus on direct skills  Continue with fourth step until word is written 1. Say word aloud; students repeat several times 2. Survey students – Heard (H), Not Heard (NH) the word; record 3. Students predict word meaning with group & provide clue/rationale for prediction 4. Randomly select a student from each group to share group’s prediction & clue 5. Record prediction on chart 6. Provide synonym & gesture associated with word 7. Say, “When I say __word__, you say __synonym__” (along with kinesthetic movement for word) Use word throughout day; transitions are a great time After sufficient instruction has taken place 8. In groups students discuss final meaning of word 9. Randomly select a student from each group to share group’s final meaning (using numbered spoons or popsicle sticks, assuring equity in randomness) 10. Validate accurate team responses 11. After each group shares final meaning, write one student friendly dictionary definition 12. If all groups struggle to verbalize final meaning, additional instruction occurs. Final meaning by teacher is not shared 13. Sketch a nonlinguistic representation to accompany final meaning 14. Ask, “Does anybody know the word in another language?” Record. 15. Word Study (roots, affixes) http://www.etymonline.com 16. Model oral sentence using word 17. Teams create oral sentence using word 18. Repeat steps 1-7 to introduce new word 19. Once word has been explicitly taught, repeat steps 9-18

YSD 5 Instructional Strategies: Explicit Vocabulary Routine Option 2

Strategy: Explicit Vocabulary Routine GLAD PreK- Kinder Cognitive Content Dictionary (CCD) Variation *To ensure all students at varying English Language proficiency levels can access content, use supplementary materials such as graphs, models, hands-on materials, and visual aids to make lessons clear and meaningful. Washington Transitional Bilingual Instruction Guidelines

Planning for Explicit Vocabulary Routine Select words: tier 2 ( transferability among contents); tier3 (content specific) that are key to understanding the concept

Create picture dictionary template on white butcher (26” x 32”) or flip chart paper Display picture dictionary template

Kinder-1st (CCD Variation) Use interactive writing, do not pre-write word, only have lines for each letter. Follow Steps Below:  Clap syllables  Use fingers to count sounds  Ask what is the first sound of the word  Have students raise hands if they know the name of the letter that makes the sound; have them point to sound spelling card in room. Choose student to write letter on the CCD line.  Whole class air writes letter  Use grade level standards to focus on direct skills Continue with fourth step until word is written

PreK-Kinder (CCD Variation) Picture Dictionary Preparation Select words (tier 2 & tier 3) that are key to understanding the concept Use a new word for each new setting, such as each day, in a large group or on the carpet area Using pencil, lightly outline pictures and lines for each letter in each of the words Display first row Teaching with Picture Dictionary Sketch picture Add word using different color for first letter Have children count how many letters & say letters as you write them Add real image of word Add kinesthetic movement for each word Have children say a minimum of 3 times (i.e. to their hand, to the ceiling, to their neighbor, etc.) Use word & kinesthetic movement as transition word throughout the day