A strategic approach to direct vocabulary instruction
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A strategic approach to direct vocabulary instruction. Vocabulary’s Code. By the end of this session, you will have…. A research-based reason for incorporating vocabulary into instruction Strategies to improve vocabulary instruction

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By the end of this session you will have
By the end of this session, you will have…

  • A research-based reason for incorporating vocabulary into instruction

  • Strategies to improve vocabulary instruction

  • Training materials that you can use with your teachers as necessary

You may already have this book
You may already have this book!

  • Provides concrete strategies for implementing the Common Core.

  • An electronic version can be found on the wiki.

  • One chapter describes a vocabulary protocol called CODE.

Vocabulary s code

  • Connect

  • Organize

  • Deep-Process

  • Exercise

The compelling why
The Compelling Why

Words are not just words…

Common Core State Standards, Appendix A, p.32

3 reasons for using code
3 Reasons for Using CODE

  • Vocabulary is foundational for improved literacy

  • Academic vocabulary is at the core of the core

    • Tier 2 Words - commonly used in writing

    • Tier 3 Words - specific to discipline

  • Vocabulary Fuels Learning

Step one connect
Step One - Connect

Vocabulary Knowledge Rating

Complete the “Pre-Assessment” posted in your agenda

Use the following scale to rate your reaction to each word:

Never Heard Of It

Heard Of It

Know It

Know It and Can Explain It

You have 2 minutes to complete all 18 words

(about 6 seconds per word)

Vocabulary s code



Step two organize
Step Two - Organize

Vocabulary Mapping

Group the words http://padlet.com/khellier/dt4yau1vss

Building background knowledge
Building Background Knowledge


To 5 minutes

Step three deep process
Step Three - Deep-Process

Three Way Tie

Alike but Different

Visualizing Vocabulary

Head in the clouds
Head in the Clouds



  • username=wcpss+employee id (no leading zeros)

  • Password= employee id (no leading zeros)

Vocabulary paint chips
Vocabulary Paint Chips


Step four exercise
Step Four - Exercise

  • Games- Bingo, Jeopardy

  • Use It or Lose It- Students use vocab words in writing assignments

  • Peer Practice- One student is the coach and one is the player


Did you know they had games???


Click on “Space Race” or “Scatter”

Let s review
Let’s review!

  • Connect- provide activities that allow students to make connections with the words (word wall, decoding, pre-assessments, KWLs)

  • Organize-provide opportunities for the students to understand how the words connect with one another and the bigger picture (concept maps, word sorts)

  • Deep Process-have students use thinking strategies and various forms of representation to develop a deep understanding of the words (storytelling, metaphors and similes, Voice Thread)

  • Exercise- allow for opportunities to practice using the words (games, Quizlet)

Post assessment
Post Assessment



Eog prep resources
EOG Prep Resources


Click on “5th Grade”

Click on “EOG Prep Page”

Elementary science wiki
Elementary Science Wiki

  • www.wakek5science.pbworks.com

Test Specifications

Elementary science wiki1
Elementary Science Wiki

  • www.wakek5science.pbworks.com

Test Specifications

“1 pager” for parents (available in English and Spanish)

Parent information
Parent Information

This document can be printed or distributed electronically to parents.

Elementary science wiki2
Elementary Science Wiki

  • www.wakek5science.pbworks.com

Test Specifications

“1 pager” for parents

Released items in power point format

Released items in paper/pencil format

Released items
Released Items

Power Point Version

Paper/Pencil Version

Elementary science wiki3
Elementary Science Wiki

  • www.wakek5science.pbworks.com

Test Specifications

“1 pager” for parents

Released items

Vocabulary review games

Alignment lessons
Alignment Lessons

  • Ecosystems- terrestrial vs. aquatic ecosystems, photosynthesis, single-celled producer (algae)

  • Weather- heat transfer (conduction, convection, radiation)

  • Human Body Systems- genetics, muscular system, nervous system, blood cells, digestive system

Item analysis
Item Analysis

5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures (conduction, convection, or radiation).

Item analysis1
Item Analysis

Lesson 4 – American Weather: proximity to water; water and soil heat and cool at different rates

Lesson 6 – What Drives the Weather? Sun’s energy heats air, water, and land; convection chamber demo

Item analysis3
Item Analysis

CMAPP Days 65-66: Heat Transfer Alignment Lesson: review convection, conduction, and radiation

Now what
Now What?

Take a few minutes to jot down your ideas for presenting this back at your building

  • Who needs to hear this?

  • When will they be able to hear it?

  • How will I know they heard it?



Kristen Hellier-khellier@wcpss.netSr. Administrator Elem. Sci.Walter Harris- wharris@wcpss.netCoordinating Teacher Elem. Sci.

R eflection

  • Please go to http://tinyurl.com/wcpssapril24