Word Selection
Instructional Guide for Academic Vocabulary (RIDE)
Vocabulary Development: Word Selection using A Tale of Two Cities
Lesson adapted from Bringing Words to Life: Robust Vocabulary Instruction by Isabel Beck, Margaret McKeown, and Linda Kucan.
Click here for the complete UDL Vocabulary Lesson.
Word Generation Activity
Digital Text of A Tale of Two Cities, Charles Dickens
Standards-Based Vocabulary Instruction
Greece Central School District, New York - Academic Page
Words power our language and power comprehension. Standards-based vocabulary instruction is integral to supporting students’ effective comprehension of texts in all content areas. To be successful lifelong learners, students need a rich and robust vocabulary. As teachers, we have a responsibility to offer “a robust approach to vocabulary [that] involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up” (Beck, McKeown, and Kucan, 2).
Students with a rich vocabulary:
Ten Important Words Plus Activity
Viewing Vocabulary: Building Word Knowledge Through Informational Websites
As they read, students select ten words important to comprehension.
They post their choices on sticky notes in a class bar graph.
Click here for the complete Lesson.
Overview
In this lesson, students identify 10 important words in an online article about biodiversity and record their selections on sticky notes. Students then build a graph of word selections, discuss the reasons for their selections, and write a sentence summarizing the article. Several words are then selected for closer study. Students are given prompt cards that ask them to interact with those words in various ways. Finally, students read related articles and identify how target words are used in those texts. This strategy is called Ten Important Words Plus and it facilitates vocabulary development and comprehension.
From Theory to Practice, Yopp, R.H., & Yopp, H.K. (2007).
Ten Important Words Plus: A strategy for building word knowledge. The Reading Teacher, 61, 157–160.
Uncovering Chameleons text
Prompts for above activity
Vocabulary Development: Word Selection using A Tale of Two Cities
Lesson adapted from Bringing Words to Life: Robust Vocabulary Instruction by Isabel Beck, Margaret McKeown, and Linda Kucan.
Click here for the complete UDL Vocabulary Lesson.
Word Generation Activity
- Read the assigned passage(s) and identify challenging vocabulary words.
- Separate the words into three categories or tiers (Tier 1, 2, and 3); select Tier 2 words for instruction
- Write student-friendly definitions for Tier 2 words.
Digital Text of A Tale of Two Cities, Charles Dickens
Standards-Based Vocabulary Instruction
Greece Central School District, New York - Academic Page
Words power our language and power comprehension. Standards-based vocabulary instruction is integral to supporting students’ effective comprehension of texts in all content areas. To be successful lifelong learners, students need a rich and robust vocabulary. As teachers, we have a responsibility to offer “a robust approach to vocabulary [that] involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up” (Beck, McKeown, and Kucan, 2).
Students with a rich vocabulary:
- know and use lots of words while increasing their knowledge of words daily
- have enriched prior knowledge that offers a foundation for extensive and complex understandings of many different concepts
- have deep-rooted and flexible understandings of many concepts that words represent
- have a keen ability to identify important aspects of words and sort out subtle differences in word usage
- are fascinated and delighted with language and are thereby highly motivated to learn new words
Ten Important Words Plus Activity
Viewing Vocabulary: Building Word Knowledge Through Informational Websites
As they read, students select ten words important to comprehension.
They post their choices on sticky notes in a class bar graph.
Click here for the complete Lesson.
Overview
In this lesson, students identify 10 important words in an online article about biodiversity and record their selections on sticky notes. Students then build a graph of word selections, discuss the reasons for their selections, and write a sentence summarizing the article. Several words are then selected for closer study. Students are given prompt cards that ask them to interact with those words in various ways. Finally, students read related articles and identify how target words are used in those texts. This strategy is called Ten Important Words Plus and it facilitates vocabulary development and comprehension.
From Theory to Practice, Yopp, R.H., & Yopp, H.K. (2007).
Ten Important Words Plus: A strategy for building word knowledge. The Reading Teacher, 61, 157–160.
Uncovering Chameleons text
Prompts for above activity