Instructional RoutineVocabulary

Foundation – Engagement of all Students

O Variety of responsesO Say answer

O As a groupO To a partnerO To a partner and then as an individualO To cooperative teamO As an individual

Foundation – Engagement of all Students

O Variety of responsesO Write answers

O Write on paper, post-its, journalsO Response slatesO Display response cardsO Utilize appropriate hand signals

Attributes of Effective Vocabulary Instruction

O Promote word learning strategiesO Select words that enhance academic

successO Content vocabulary – background

knowledgeO Academic vocabulary – generalize

across domainsO Group words semanticallyO Provide student-friendly explanationsO Teach parts of words

Attributes of Effective Vocabulary Instruction

O Provide multiple exposures to terms and meanings

O Expand instruction to “word relatives”

O Have students maintain a log of vocabulary terms

O Display vocabulary words in classO Provide judicious review (sufficient,

distributed over time, cumulative, varied)

Instructional Routine- Anita Archer

O Before Reading . . . Step 1. Introduce the word.- Write to word on the board, chart, etc.- Read the word and have students

repeat the word. If the word is difficult to pronounce or unfamiliar, have the students repeat the word a number of times.

The word is authority. What word?

Instructional Routine- Anita Archer

Step 2. Introduce the meaning of the word.(Option 1)- Present a student friendly explanation

- Tell students the explanation or have them read the explanation with you.

When you have authority, you have the power to tell other people what they must do. So, if you have the power to tell other people what they must do, you have _______________.

Instructional Routine- Anita Archer

Step 2. Introduce the meaning of the word.(Option 2)- Have students locate the definition in the glossary or

text.- Break the definition into the critical elements.

Glossary Entry: Industrial Revolution Social and economic changes in Great Britain, Europe, and the United States that began around 1750 and resulted from making products in factories.

Industrial Revolution- Social & economic changes- Great Britain, Europe, US- Began around 1750- Resulted from making products in factories

Instructional Routine- Anita Archer

Step 2. Introduce meaning of word(Option 3)

- Introduce the word using morphographs (meaning chunks) in the word.

- autobiography - auto = self - bio = life - graph = letter, words, or

pictures

Instructional Routine- Anita Archer

Step 3. Illustrate the word with examples.- Concrete examples- Visual examples- Verbal examples- Also discuss when the term might be used and who

might use the term.A police officer can pull over a speeding car. The police officer has _______________.Congress can make laws. Congress has the _____.In the middle ages, the kings and queens ruled the peasants. The kings and nobles had ____________.

Instructional Routine- Anita Archer

Step 4. Check student’s understanding.(Option 1)

- Ask deep processing questions- What are some different ways that

authority may be gained?

Instructional Routine- Anita Archer

Step 4. Check student’s understanding.(Option 2)- Have students discern between examples and non-

examples.

*Who has the authority to change the school schedule, the principal or the students?*Who has the authority to set wages on a job, the employees or the boss?*Who had authority to regulate the use of land in the middle ages, the serfs or the king?

Instructional Routine- Anita Archer

Step 4. Check student’s understanding.(Option 3)- Have students generate their own examples.

Make a chart. Label the first column, authority. In the first column, list who has the authority and in the second column, who that person would have authority over. For example: boss and employees, principal and students, king and serfs, etc.

Vocabulary LogO Have students maintain a vocabulary

log. The log can be used for:O Scheduled vocabulary reviews with

the classO Study with a partner or teamO Self-studyO Reference when writing about the

topic

Vocabulary Instruction Expansions

O Introduce the vocabulary term in relationship to other terms using a graphic organizer.

O Introduce the part of speech.O Introduce synonyms, antonyms, homographs

(multiple meaning words).O Tell students when and where the word is

often used.O When appropriate, introduce the etymology

(history/origin) of the word.O Introduce other words in the same family

(derivatives).

Word OriginsO authority

early 13c., autorite "book or quotation that settles an argument," from O.Fr. auctorité (12c.; Mod.Fr. autorité), from L. auctoritatem (nom. auctoritas) "invention, advice, opinion, influence, command," from auctor "master, leader, author"

authorityO prefix/suffix - you could argue that the

prefix is /author-/ since it is used to form authority, authoritative, authorise etc.

O The morpheme / -or / generally indicates " a person who does something" - creator, author, translator, etc.

O -ity - a suffix used to form abstract nouns expressing state or condition

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