Graphic organizer that helps student think deeply about the features of each vocabulary word

Students given a list of words and their meanings, in the order they appear in the reading. Brief discussion with the teacher and then students write a story in that exact order.

A word’s subtle or implied meaning

The order and student's oral knowledge of English are used to determine if what was read could be accurate. “Does this make sense?”

Introduced to students when defining words by their synonyms. Need to know when to use this tool.

Students should be specifically taught how to use this resource. An alphabetical list of terms, aka a brief dictionary

As a graphic organizer that a teacher can use to introduce a reading. The graphic organizer visually represents many other words associated with the target word.

Usually introduced around third grade, require explicit instruction both digitally and on paper in locating guide words, the word’s pronunciation, etymology, parts of speech, and definition.

A word’s literal meaning

Graphic organizer that helps student think deeply about the features of each vocabulary word

A word’s subtle or implied meaning

Breaking apart the morphemes within a word and analysing them for meaning

A word’s subtle or implied meaning

Sight words, nouns, verbs, adjectives, and early reading words

Breaking apart the morphemes within a word and analysing them for meaning

A word’s literal meaning

Teachers specifically teach vocabulary either through specific word instruction and/or word-learning strategies

Students given a list of words and their meanings, in the order they appear in the reading

Drawing meaning from context clues while reading either independently or in teacher-guided reading

Graphic organizer that helps student think deeply about the features of each vocabulary word

A word’s literal meaning

A word’s subtle or implied meaning

Breaking apart the morphemes within a word and analysing them for meaning

defining words by their synonyms

Focused on defining words by their synonyms. Students should know when to use this or the dictionary.

Usually introduced around third grade, require explicit instruction both digitally and on paper in locating the word’s pronunciation, etymology, parts of speech, and definition.

Students should be specifically taught how to use this resource. An alphabetical list of terms, aka a brief dictionary

A word’s literal meaning

Graphic organizer that helps student think deeply about the features of each vocabulary word

An alphabetical list of terms

A graphic organizer that a teacher can use to introduce a reading.

activating background knowledge

The order and student's oral knowledge of English are used to determine if what was read could be accurate.

A literary technique, prosody is the study of meter, intonation, and rhythm of a poetic work

Breaking apart the morphemes within a word and analysing them for meaning

Occur across a variety of domains; that is, these words occur often in mature language situations such as adult conversations and literature, and therefore strongly influence speaking and reading. They are the most important words for direct instruction because they are good indicators of a student’s progress through school.

Low-frequency words that occur in specific domains. Domains include subjects in school, hobbies, occupations, geographic regions, technology, weather, etc. We usually learn these words when a specific need arises (amino acid, economics, isotope, Revolutionary War, crepe)

Basic words; these words rarely require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words occur at this level (book, girl, sad, run, dog, orange)

Occur across a variety of domains; that is, these words occur often in mature language situations such as adult conversations and literature, and therefore strongly influence speaking and reading. They are the most important words for direct instruction because they are good indicators of a student’s progress through school.

Low-frequency words that occur in specific domains. Domains include subjects in school, hobbies, occupations, geographic regions, technology, weather, etc. We usually learn these words when a specific need arises (amino acid, economics, isotope, Revolutionary War, crepe)

Basic words; these words rarely require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words occur at this level (book, girl, sad, run, dog, orange)

A word’s subtle or implied meaning

the study of meter, intonation, and rhythm of a poetic work for conveying information about the meanings and structure of a text

locating the word’s pronunciation, etymology, parts of speech, and definition

the study of finding patterns and rhyme within poetry

Students given a list of words and their meanings, in the order they appear in the reading. Brief discussion with the teacher and then students write a story in that exact order.

Graphic organizer that helps student think deeply about the features of each vocabulary word

A graphic organizer that compares and contrasts concepts.

A graphic organizer that visually represents many other words associated with the target word. Can be used to either activate background knowledge or as a formative assessment after reading.

Occur across a variety of domains; that is, these words occur often in mature language situations such as adult conversations and literature, and therefore strongly influence speaking and reading. They are the most important words for direct instruction because they are good indicators of a student’s progress through school.

Low-frequency words that occur in specific domains. Domains include subjects in school, hobbies, occupations, geographic regions, technology, weather, etc. We usually learn these words when a specific need arises (amino acid, economics, isotope, Revolutionary War, crepe)

Basic words; these words rarely require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words occur at this level (book, girl, sad, run, dog, orange)

The order and student's oral knowledge of English are used to determine if what was read could be accurate. “Does this make sense?”

Can be used to either activate background knowledge or as a formative assessment after reading.

Breaking apart the morphemes within a word and analysing them for meaning

A word’s subtle or implied meaning