Strategies for subtest 2 rica

Explicit vocabulary strategies that involve synonyms and antonyms are __________ to ____________.

(a)  

Explicit vocabulary strategy that creates a visual for students to understand words. _______ _____

(a)  

Comparing and classifying words orally and in writing is done with the strategy ___ _______.

(a)  

An explicit vocabulary strategy that is especially helpful to EL's and struggling readers. Developing ______ ______.

(a)  

An excellent way to discuss academic vocabulary and teach it explicitly is through (a)   discussions.

If a teacher asks students to write the meaning of words the teacher has pre-selected on the board (in isolation first).

Then, the teacher instructs students to share what they wrote to their peers (about 3 students) encouraging refinement of their definitions.

Next, the teacher will provide the word __ _________.

(a)  

If a teacher asks students to write the meaning of words the teacher has pre-selected on the board (in isolation first).

Then, the teacher instructs students to share what they wrote to their peers (about 3 students) encouraging refinement of their definitions.

Next, the teacher will provide the word in context by a pre-chosen text passage with the target words.

Next, the students will share their definitions (a)   .

If a teacher asks students to write the meaning of words the teacher has pre-selected on the board (in isolation first).

Then, the teacher instructs students to share what they wrote to their peers (about 3 students) encouraging refinement of their definitions.

Next, the teacher will provide the word in context by a pre-chosen text passage with the target words.

Next, the students will share their definitions orally.

Then, the teacher will continue the guided discussion making a ______ ______ on the board with the target words antonyms and synonyms.

(a)  

If a teacher asks students to write the meaning of words the teacher has pre-selected on the board (in isolation first).

Then, the teacher instructs students to share what they wrote to their peers (about 3 students) encouraging refinement of their definitions.

Next, the teacher will provide the word in context by a pre-chosen text passage with the target words.

Next, the students will share their definitions orally.

Then, the teacher will continue the guided discussion making a word map on the board with the target words antonyms and synonyms.

While students are engaged in this discussion, they are writing a word (a)   in their own notebooks too.

If a teacher asks students to write the meaning of words the teacher has pre-selected on the board (in isolation first).

Then, the teacher instructs students to share what they wrote to their peers (about 3 students) encouraging refinement of their definitions.

Next, the teacher will provide the word in context by a pre-chosen text passage with the target words.

Next, the students will share their definitions orally.

Then, the teacher will continue the guided discussion making a word map on the board with the target words antonyms and synonyms.

While students are engaged in this discussion, they are writing a word web in their own notebooks too.

Finally, the teacher will provide a (a)   that includes the target words in a word bank on the top of the page.