Vocabulary Instruction Booster Session 4: Deep-Processing ...

Vocabulary Instruction Booster Session 4: Deep-Processing Activities Grades 5–8

Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin© 2014 Texas Education Agency/The University of Texas System


Acknowledgments

Vocabulary Instruction Booster Session 4: Deep-Processing Activities was developed with funding from the Texas Education Agency and the support and talent of many individuals whose names do not appear here, but whose hard work and ideas are represented throughout. These individuals include national and state reading experts, researchers, and those who work for the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin and the Texas Education Agency.

Vaughn Gross Center for Reading and Language Arts

College of Education

The University of Texas at Austin

www.meadowscenter.org/vgc

Manuel J. Justiz, Dean

Greg Roberts, Director

Texas Education Agency

Michael L. Williams, Commissioner of Education

Monica Martinez, Associate Commissioner, Standards and Programs

Development Team

Meghan Coleman, Lead Author

Karla Estrada

David Osman

Jennifer B. Schnakenberg

Jacob Williams

Design and Editing

Matthew Slater, Editor

Carlos Treviño, Designer

Special thanks to Alice Independent School District in Alice, Texas


Vocabulary Instruction Booster Sessions

—i—Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin

© 2014 Texas Education Agency/The University of Texas System

IntroductionExplicit and robust vocabulary instruction can make a significant difference when we are purposeful in the words we choose to teach our students. Our goal in explic-itly teaching these words is to help students gain ownership of the words by devel-oping a deep understanding of them, improving students’ ability to comprehend text.

Research Results

Bringing Words to Life: Robust Vocabulary Instruction (2nd Edition) By Isabel L. Beck, Margaret G. McKeown, and Linda Kucan “Results of Frequent, Robust Instruction” (pp. 86–87)

Research was conducted wherein students receiving robust vocabulary instruction were compared to two additional groups of students—those not receiving instruc-tion and those receiving traditional, definition-based instruction. Effects of fre-quency of encounters with vocabulary words were also compared.

Results showed that students receiving frequent, robust instruction did the follow-ing:

1. Responded more quickly to word meanings in timed tasks

2. Better comprehended stories containing target words

3. Engaged in complex thinking and knowledge of words being assessed

4. Put target words into context

Students receiving definition-based instruction could provide the basic definition of each word but could not make sense of all target words within the context of their reading.

Observations demonstrated “word ownership” for students who knew words well and used them easily and appropriately. These students appeared to take pride in their use of the target words and developed “word awareness” in both their envi-ronment and in general.


—ii—Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin


A Quick Note About Tier 2 vs. Tier 3 Words

The purpose of teaching Tier 2 words is to help students with reading com-prehension. It is important to choose words to explicitly teach that will help students better comprehend text across multiple genres and content areas. Providing students with engag-ing deep-processing activities through which to explore a word allows stu-dents to develop a more fluid under-standing of the word and its applica-tion in multiple contexts.

Often, people ask why we focus on teaching Tier 2 words through the explicit vocabulary routine learned during the Vocabulary and Oral Language Development training instead of focusing on Tier 3 words. The simple answer is that these words need to be explicitly taught, too! However, instead of teaching these words through the explicit vocabulary rou-tine, Tier 3 words need to be taught in the context of classroom instruction. So, for example, when introducing the word photosynthesis, begin by saying the word and

providing the definition. Then, stu-dents can make connections between this word and other concepts related to how plants convert light energy into food. This example shows how a student’s schema develops around a word in the context of the content being taught.

Tier 3 words are content-specific words. For example, photosynthesis is a Tier 3 word that students would study in science class.

Tier 2 words are used often in written text, appear across a variety of domains, can be used in a variety of ways to connect to other words, and provide precision in describing a concept. For example, convert is a Tier 2 word that students see across a variety of contexts.


—iii—Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin


Purpose

The following booster sessions were developed to support implementation of explicit vocabulary instruction of Tier 2 words, as presented during the Vocabulary and Oral Language Development training. The booster sessions break down the con-tent learned during this training into manageable chunks that can be delivered to teachers as they begin the implementation process. Each session was developed by using classroom observation data and feedback from teachers to ensure that the ex-plicit vocabulary routine and deep-processing activities are implemented correctly.

Booster Sessions

Session 1: Choosing Words to Teach

Session 2: Defining Vocabulary Words

Session 3: Examples and Nonexamples

Session 4: Deep-Processing Activities

Explicit Vocabulary Instruction: Week at a Glance

Day 1 Day 2 Day 3 Day 4 Day 5

Introduce Tier 2 Words Booster Sessions 1–3

Deep-Processing Activities Booster Session 4

Explicit vocabulary routine:

• Say the word.

• Have students say the word.

• Provide a student-friendly definition.

• Use the word in a sentence.

• Provide examples and nonexamples.

• Provide an initial student engagement activity.

• Post the word and its definition.

Activities: Activities: Activities: Activities:

To build presenter background knowledge prior to delivering these sessions, read the following:

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vo-cabulary instruction (2nd ed.). New York, NY: Guilford Press.


—iv—Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin


Deep-Processing Activities Grades 5–8

—1—Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin


Vocabulary Instruction Booster Session 4: Deep-Processing Activities Grades 5–8This booster session will take approximately 60 minutes to complete.

Presenter Materials

• Presenter handouts

• Chapters 4–5 of Bringing Words to Life: Robust Vocabulary Instruction (2nd edition) by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan

• Chapter 3, pages 63–64, of Explicit Instruction: Effective and Efficient Teaching by Anita L. Archer and Charles A. Hughes

• Grade-specific text: The Family Under the Bridge by Natalie S. Carlson

• Document camera

• Bookmark

Participant Materials

• Bookmark (one per participant)

• Participant handouts

• Tier 2 words previously selected for instruction

Preparation

• Read Chapters 4 and 5 of Bringing Words to Life: Robust Vocabulary Instruction.

• Flag the following for presentation today: Quotations on pages 83–85 (see I Do section for details), Example/Nonexample activity on pages 89–90, Word Associations activity on page 90, and Writing activity on page 91.

• Because there is not time to get through all of the activities in one planning session, flag the following activities to explore for use in the We Do section of subsequent sessions: Generating Situations, Contexts, and Examples on pages 90–91; Word Relationships on page 91; Text Talk (Beck & McKeown, 2001) and Returning to the Story Context on pages 70 and 92; Discussion Starters on page 96; Relationships Among Words on page 97; and Students’ Use of Words on pages 100–101.

• On a sticky note, list the following words from The Family Under the Bridge that Archer and Hughes selected for instruction (see pages 63–64 of Explicit Instruc-tion: monsieur, cathedral, cowered, hidey-hole, hyacinths, can’t abide, dignity, Gypsy, fastidious, loitering, adventure, and quay. Circle cowered, dignity, and loitering, as these words could be categorized as Tier 2 words for “expanded” vocabulary instruction.




• Flag the following words in The Family Under the Bridge: cowered, dignity, and loitering.

• Ensure that the room you will use has a document camera available for use.

• Ask teachers to bring the Tier 2 words previously selected for upcoming instruc-tion.

• Copy and distribute the bookmark (one per participant) and participant hand-outs.

Set the Purpose and State the Goal 5 minutes

Materials: Explicit Vocabulary Instruction: Week at a Glance presenter handout, bookmark

As we all know, explicit and robust vocabulary instruction can make a significant difference when we are purposeful in the words that we choose to teach our stu-dents. Our goal in explicitly teaching these words is to help students gain owner-ship of the words by developing a deep understanding of them.

Display the Explicit Vocabulary Instruction: Week at a Glance handout. You can use this handout as a visual for participants while you quickly review the content from previous booster sessions and preview what you will discuss today.

During the first booster session, we learned how to select appropriate words to use with the explicit vocabulary routine. Your bookmark is a handy tool that summa-rizes these criteria.

During the second booster session, we used the work of Isabel L. Beck, Margaret G. McKeown, and Linda Kucan in Bringing Words to Life: Robust Vocabulary Instruction to learn how to “develop initial word meaning information,” including a student-friendly definition, illustrative sentence, and student engagement prompt.

During the third booster session, we used the work of Anita L. Archer and Charles A. Hughes in Explicit Instruction: Effective and Efficient Teaching to learn how to de-velop examples and nonexamples, using the critical attributes of the definition.

All of the information learned in booster sessions 1–3 supports planning for intro-ducing Tier 2 words during the explicit vocabulary routine.

Today, we will learn about deep-processing activities. By the end of today’s session, we should be able to create activities that will engage students to interact with the meaning of the selected Tier 2 words. These activities are described more thorough-ly in chapters 4 and 5 of Bringing Words to Life: Robust Vocabulary Instruction.

Now, let’s review the criteria for identifying Tier 2 words, which are listed on your bookmark.




Criteria for Identifying Tier 2 Words

Importance and Utility

Words that are used often in written text and appear across a variety of do-mains: Is this a word students will see in a variety of texts?

Instructional Potential

Words that are multidimensional and, therefore, can be used in a variety of ways to connect to other words and concepts: Is this a word that can help students express themselves?

Conceptual Understanding

Words that provide greater precision in describing a concept: Is this a word that will allow students to more specifically describe a concept?

Words that are important to the conceptual understanding of the selected text: Is this a word that is critical to comprehending the text?

I Do 10 minutes

Materials: Flagged copy of Bringing Words to Life: Robust Vocabulary Instruction, Considerations for Developing Deep-Processing Activities: Examples presenter handout, document camera

Display page 83 of “Bringing Words to Life: Robust Vocabulary Instruction” and read the following flagged quotation: “One of the strongest findings about vocabulary instruction is that multiple encounters are required before a word is really known (e.g., Stahl & Fairbanks, 1986), that is, if the word is to affect a student’s comprehension and become a useful and permanent part of the student’s vocabulary repertoire.”

Our goal in providing explicit and robust vocabulary instruction is to help students gain ownership of words by developing a deep understanding of them. We want the words we choose to teach to become a useful and permanent part of our stu-dents’ vocabulary repertoires and, in doing so, to improve our students’ ability to comprehend text.

Display the flagged quotation at the end of the same paragraph on page 83 and read with the following additions for clarity: Basing their work on numer-ous vocabulary studies, the authors found that “the key features of [effective vocabulary instruction] are frequent and varied encounters with target words and robust instructional activities that engage students in deep processing.”




The purpose of today’s booster session is to learn how to develop these robust deep-processing activities that will allow students the multiple encounters nec-essary for gaining ownership of the Tier 2 words we have selected to teach, using the explicit vocabulary routine.

Display the flagged quotation farther down page 83 and read with the follow-ing additions for clarity: These activities go beyond the information presented when the words were introduced during Day 1 of the explicit vocabulary routine to providing opportunities for students to be “actively involved in using and thinking about word meanings and creating associations among words.”

After introducing words, Beck and colleagues suggest providing students opportu-nities throughout the week to do the following:

• Use the words

• Explore facets of word meaning

• Consider the relationships among words

Let’s explore each of these considerations for developing deep-processing activities.

Use the Words

Display page 84 of “Bringing Words to Life: Robust Vocabulary Instruction” and read the following flagged quotation: “Having students create uses for words was important to ensure that the word was an active part of their vo-cabularies. If students were unable to create a context around a word, then the word would remain just an isolated piece of information. Engaging students in talking about situations a word could describe or in considering instances when the word would be an appropriate choice were important ways to sup-port the word becoming part of a network of ideas.”

When developing deep-processing activities that provide students with opportuni-ties to use the words, think about the situations in which the word could be used and how to scaffold activities so that students can interact with the word in ways that will help them to build context around the word.

Display the left column of the Considerations for Developing Deep-Processing Activities: Examples handout and discuss the example sentence stems.

Explore Facets of Word Meaning

We first discussed the idea of exploring facets of word meaning during our last booster session: Examples and Nonexamples. It is important to help your students see the different aspects of a word’s meaning and that the word can be applied in multiple contexts. We explored the example of the word delighted—if the word is always used in association with getting gifts, students may not understand the many applications of the word.




When developing deep-processing activities that provide students opportunities to explore facets of word meaning, think about the different ways in which the word can be used to convey meaning. It is helpful here to think about examples and nonexamples. Examples include all of a definition’s critical attributes, whereas nonexamples include some but not all of the critical attributes.

Display the center column of the Considerations for Developing Deep-Process-ing Activities: Examples handout and discuss the example and nonexample.

Consider the Relationships Among Words

Display page 85 of “Bringing Words to Life: Robust Vocabulary Instruction” and read the following flagged quotation: “Relationships are also important because of the way individuals’ word knowledge is stored in networks of con-nected ideas. Thus, the more connections that can be built, the more opportu-nities there are for an individual to ‘get to’ the knowledge of a word when it is encountered in a new context. Chances become greater and greater that words met will set off associations in the network and allow the learner to derive meaning from the contexts in which a word is used.”

When developing deep-processing activities that provide students opportunities to consider relationships among words, think about how you can connect the target words to other words and contexts that students are studying.

Display the right column of the Considerations for Developing Deep-Processing Activities: Examples handout and discuss the example word relationships.

Today’s training will provide you with examples of deep-processing activities from Bringing Words to Life: Robust Vocabulary Instruction that you can use to provide your students with multiple opportunities to interact with and develop an understand-ing of the words you have chosen to teach, using the explicit vocabulary routine.

I will start by displaying the activities from the text.

Note to presenter: Today’s booster session will review only three of the flagged activities in the text. The other activities are provided for you to ex-plore for use in future instruction. See the Preparation section at the beginning of this booster session for more information.

Display and quickly preview with participants the Example/Nonexample activity on pages 89–90, Word Associations activity on page 90, and Writing activity on page 91.




We Do 20 minutes

Materials: Grade-specific text, We Do Activity presenter and participant hand-outs, document camera

We will now use the words selected from The Family Under the Bridge by Natalie S. Carlson to review examples of each deep-processing activity.

Display the list of words from “The Family Under the Bridge” on the sticky note and the flagged pages of the book.

Imagine that I am a fifth-grade teacher preparing to read this text as part of our realistic fiction genre study. I have read the text, selected the words that I think will be unknown to my students, developed student-friendly explanations to use as part of my explicit vocabulary routine for each of the Tier 2 words I selected (dignity, loitering, and cowered), and identified examples and nonexamples to use as part of my explicit vocabulary routine for each of the words I selected. I now need to think about the deep-processing activities I want to use throughout the week to help students develop a deeper understanding of the words. For this activity, we will focus on the words dignity and loitering.

Before we begin these deep-processing activities, let’s review the student-friendly definitions we created for these words.

• Dignity: (noun) the ability to behave in a calm, respectful way, even in a difficult situation

• Loitering: (verb) to stand or sit in a public place with no real purpose or reason

Take out your We Do Activity handout.

Pause for participants to locate the handout.

You will notice that examples for activities from Bringing Words to Life: Robust Vo-cabulary Instruction are provided for the word dignity. Quickly read those now.

Provide time for participants to read.

We now will work with a partner to develop some examples of deep-processing activities for the word loitering. Although we just quickly previewed many examples of deep-processing activities, we will work through only a few today: Example/Non-example, Word Associations, and Writing.

Example/Nonexample

Display the Example/Nonexample activity developed for the word “dignity” on your We Do Activity presenter handout.




The purpose of this activity is to have students interact with the word by respond-ing to examples. Now, with your partner, develop an example for the Example/Nonexample activity, using the word loitering, and write it in the space provided on your handout.

Provide time for participants to work. Then, have partners share their exam-ples. Open the floor for comments and suggestions. Finally, show the example on your presenter handout.

Word Associations

Display the Word Associations activity developed for the word “dignity” on your presenter handout.

The purpose of this activity is to give students opportunities to use the words in their writing. With your partner, develop an example for the Word Associations activity, using the word loitering.


Writing

Display the Writing activity developed for the word “dignity” on your presenter handout.

The purpose of this activity is to give students opportunities to use the words in their writing. With your partner, develop an example for the Writing activity, using the word loitering.


You Do 20 minutes

Materials: Tier 2 words that participants will use in upcoming instruction, You Do Activity presenter and participant handouts, document camera

Now, take out the Tier 2 words you will teach next week and your You Do Activity handout.

Pause for participants to locate their words and handout.

Working with a partner, you will fill out the handout by planning the deep-pro-cessing activities that you will use to provide your students with opportunities to interact with the words throughout the week.




First, I will read through an example.

Display your You Do Activity presenter handout.

• Day 1: Introduce the words, using the explicit vocabulary routine.

• Day 2: Review the definitions of the words. Lead students through the Ex-ample/Nonexample activity. Provide students with time to add the words and definitions to their vocabulary notebook.

• Day 3: Lead students through the Word Associations activity. Read the first chapter of The Family Under the Bridge.

• Day 4: As warm-up, have students respond to a writing prompt for the word dignity. You may want students to include these sentences in their vocabulary notebook with the word. Before reading Chapter 2, review words in Chapter 1, using the Text Talk (Beck & McKeown, 2001) and Returning to the Story Con-text activity.

• Day 5: As warm-up, have students respond to a writing prompt for the word loitering. You may want students to include these sentences in their vocabulary notebook with the word. Review the words, using the Students’ Use of Words activity.

Begin working with your partner. I will come around to provide support.

Provide time for pairs to work.

Close the Lesson 5 minutes

Discuss with participants the following sources for high-quality deep-process-ing activities:

• The remaining activities in chapters 4 and 5 of “Bringing Words to Life: Robust Vocabulary Instruction”

• “Vocabulary Strategies That Work: Do This—Not That!” by Lori G. Wilfong

• The Resources packet from the “Vocabulary and Oral Language Development” professional development session


Presenter Handouts



Deep-Processing Activities: Grades 5–8

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ivit

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ave

stud

ents

say

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se th

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its

de

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Act

ivit

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Act

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Act

ivit

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Act

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Choosing Words to Teach

Criteria for selecting Tier 2 words:1. Importance and utility2. Instructional potential3. Conceptual understanding

Step 1

Highlight words in the text that are likely to be unfamiliar to your students.

Step 2

Circle the words that could be categorized as Tier 2 words.

Step 2a

Decide which of the Tier 2 words will need thorough at-tention.

Step 3

Underline additional words, other than the Tier 2 words you selected in Step 2a above, necessary for your students to understand the text. Decide how you will teach these words (e.g., pairing/parallel language, showing a picture). Add these notes to the text.

Adapted from Beck, McKeown, & Kucan (2002).




Step 1


Step 2


Step 2a


Step 3






Step 1


Step 2


Step 2a


Step 3






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iter

ing

outs

ide

of W

al-M

art.)

Wri

ting

(p

age

91)

Prov

ide

stud

ents

wit

h se

nten

ce s

tem

s or

ext

ende

d w

riti

ng p

rom

pts.

Sent

ence

ste

ms:

• O

ne m

ust a

lway

s ac

t wit

h di

gnit

y w

hen.

..

• I f

elt i

t was

app

ropr

iate

not

to b

ehav

e w

ith

dign

ity

whe

n...

Exte

nded

wri

ting

pro

mpt

:

Thin

k ab

out a

tim

e w

hen

you

saw

som

eone

act

w

ith

dign

ity.

Wri

te a

bout

that

sit

uati

on a

nd

how

you

kno

w th

at th

e pe

rson

dem

onst

rate

d di

gnit

y.

Sent

ence

ste

m:

The

hom

eles

s m

an w

as n

ot lo

iter

ing

on th

e st

reet

cor

ner b

ecau

se h

e...

Exte

nded

wri

ting

pro

mpt

:

Wri

te a

bout

a ti

me

whe

n yo

u w

ere

loit

erin

g.

Why

wer

e yo

u lo

iter

ing?

Do

you

find

your

self

loit

erin

g of

ten?



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Text

Tal

k (B

eck

&

McK

eow

n, 2

001)

and

R

etur

ning

to

the

Stor

y Co

ntex

t

(pag

es 7

0 an

d 92

)

Text

Tal

k In

Cha

pter

1 o

f The

Fam

ily U

nder

the

Brid

ge,

dign

ity

is u

sed

to d

escr

ibe

how

Arm

and

resp

onde

d to

the

child

ren

moc

king

him

. Wha

t is

anot

her e

xam

ple

of s

omeo

ne in

the

stor

y ac

ting

w

ith

dign

ity?

Ret

urni

ng t

o th

e St

ory

Cont

ext

In C

hapt

er 1

of Th

e Fa

mily

Und

er th

e Br

idge

, di

gnit

y is

use

d to

des

crib

e ho

w A

rman

d re

spon

ded

to th

e ch

ildre

n m

ocki

ng h

im. L

et’s

say

the

wor

d to

geth

er: d

igni

ty. I

f som

eone

moc

ked

you,

how

cou

ld y

ou re

spon

d w

ith

dign

ity?

Pa

rtne

r A, p

rete

nd th

at P

artn

er B

is m

ocki

ng y

ou

for b

eing

a s

low

run

ner.

Part

ner A

, dem

onst

rate

ho

w y

ou w

ould

resp

ond

wit

h di

gnit

y.

Text

Tal

k In

Cha

pter

1 o

f The

Fam

ily U

nder

the

Brid

ge,

loit

erin

g is

use

d to

des

crib

e ch

ildre

n ha

ngin

g ou

t on

the

stre

et. I

n th

e re

mai

nder

of t

he s

tory

, is

ther

e ev

er a

tim

e w

hen

Arm

and

coul

d ha

ve

been

con

side

red

to b

e lo

iter

ing?

Ret

urni

ng t

o th

e St

ory

Cont

ext

In C

hapt

er 1

of Th

e Fa

mily

Und

er th

e Br

idge

, lo

iter

ing

is u

sed

to d

escr

ibe

child

ren

hang

ing

out o

n th

e st

reet

. Let

’s sa

y th

e w

ord

toge

ther

: lo

iter

ing.

Do

you

ever

see

chi

ldre

n lo

iter

ing

on th

e st

reet

in y

our n

eigh

borh

ood?

Tur

n to

yo

ur n

eigh

bor a

nd e

xpla

in w

hy y

ou th

ink

thes

e ch

ildre

n w

ere

loit

erin

g.

Dis

cuss

ion

Star

ters

(p

age

96)

Use

the

cont

ext o

f a s

tory

as

a fo

unda

tion

for d

iscu

ssio

n.

In Th

e Fa

mily

Und

er th

e Br

idge

, wha

t mig

ht h

ave

happ

ened

if A

rman

d ha

d no

t res

pond

ed to

the

child

ren

wit

h di

gnit

y?

In Th

e Fa

mily

Und

er th

e Br

idge

, Arm

and

gets

food

fr

om th

e H

alle

s M

arke

t. W

ould

he

have

bee

n ab

le to

get

this

food

if h

e sp

ent a

lot o

f tim

e lo

iter

ing

at th

e m

arke

t? W

hy o

r why

not

?

Rel

atio

nshi

ps A

mon

g W

ords

(p

age

97)

Pair

Tie

r 2 w

ords

to a

llow

st

uden

ts to

con

side

r the

re

lati

onsh

ips

amon

g w

ords

.

dign

ity

and

loit

erin

g

Coul

d so

meo

ne w

ho is

loit

erin

g al

so b

e de

mon

stra

ting

dig

nity

?

dign

ity

and

loit

erin

g

Coul

d so

meo

ne w

ho is

loit

erin

g al

so b

e de

mon

stra

ting

dig

nity

?



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Stud

ents

’ Use

of W

ords

(p

ages

100

–101

)H

ow w

ould

you

resp

ond

if so

meo

ne d

id n

ot

dem

onst

rate

dig

nity

tow

ard

you?

Can

you

thin

k of

a ti

me

whe

n yo

u di

d no

t act

w

ith

dign

ity?

Wha

t cau

sed

you

to b

ehav

e th

is

way

?

Whe

n yo

u se

e pe

ople

loit

erin

g, d

oes

it m

ake

you

nerv

ous?

Exp

lain

why

or w

hy n

ot.

Ada

pted

from

: Bec

k, M

cKeo

wn,

& K

ucan

, 201

3.



You

Do

Act

ivit

y K

ey

Day

1D

ay 2

Day

3D

ay 4

Day

5

Intr

oduc

e T

ier

2 W

ords

Dee

p-Pr

oces

sing

Act

ivit

ies

(1) E

xam

ple/

Non

exam

ple

(2) W

ord

Ass

ocia

tion

s (3

) Gen

erat

ing

Situ

atio

ns, C

onte

xts,

and

Exa

mpl

es

(4) W

ord

Rel

atio

nshi

ps (5

) Wri

ting

(6) T

ext T

alk

(Bec

k &

McK

eow

n, 2

001)

and

Ret

urni

ng to

the

Stor

y Co

ntex

t (7)

Dis

cuss

ion

Star

ters

(8) R

elat

ions

hips

Am

ong

Wor

ds (9

) Stu

dent

s’ U

se o

f Wor

ds

Expl

icit

voc

abul

ary

rout

ine:

• Sa

y th

e w

ord.

• H

ave

stud

ents

say

the

wor

d.

• Pr

ovid

e a

stud

ent-

frie

ndly

de

finit

ion.

• U

se th

e w

ord

in a

se

nten

ce.

• Pr

ovid

e ex

ampl

es a

nd

none

xam

ples

.

• Pr

ovid

e an

init

ial s

tude

nt

enga

gem

ent a

ctiv

ity.

• Po

st th

e w

ord

and

its

de

finit

ion.

Act

ivit

ies:

• Ex

ampl

e/N

onex

-am

ple

acti

vity

• St

uden

ts a

dd w

ords

an

d de

finit

ions

to

thei

r voc

abul

ary

note

book

Act

ivit

ies:

• W

ord

Ass

ocia

tion

s ac

tivi

ty

• R

ead

Cha

pter

1 o

f Th

e Fa

mily

Und

er

the

Brid

ge

Act

ivit

ies:

• W

arm

-up:

Ext

end-

ed w

riti

ng p

rom

pt

from

Wri

ting

act

iv-

ity,

usi

ng th

e w

ord

dign

ity

• Te

xt T

alk

and

Re-

turn

ing

to th

e St

ory

Cont

ext a

ctiv

ity

wit

h w

ords

pre

sent

-ed

in C

hapt

er 1

Act

ivit

ies:

• W

arm

-up:

Ext

end-

ed w

riti

ng p

rom

pt

from

Wri

ting

act

iv-

ity,

usi

ng th

e w

ord

loit

erin

g

• St

uden

ts’ U

se o

f W

ords

act

ivit

y


Participant Handouts




We

Do

Act

ivit

y

Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Exam

ple/

Non

exam

ple

(p

ages

89–

90)

If I

say

som

ethi

ng th

at y

ou b

elie

ve re

pres

ents

di

gnit

y, s

ay “t

hat’s

dig

nifie

d.” I

f not

, do

not s

ay

anyt

hing

.

• Yo

ur fo

otba

ll co

ach

yells

at y

ou in

fron

t of

ever

yone

at t

he g

ame

for m

issi

ng a

tack

le, b

ut

you

rem

ain

calm

and

lear

n fr

om y

our m

is-

take

.

• A

bul

ly c

alls

you

nam

es a

nd y

ou d

ecid

e to

st

art a

figh

t wit

h he

r.

• Yo

ur li

ttle

bro

ther

dro

ps y

our c

ell p

hone

, br

eaki

ng th

e sc

reen

, but

you

tell

him

it is

OK

be

caus

e it

is in

sure

d.

Wor

d A

ssoc

iati

ons

(pag

e 90

)

Inst

ruct

stu

dent

s to

det

erm

ine

whi

ch T

ier 2

wor

d th

e co

mm

ent d

escr

ibes

.

Aft

er m

y m

othe

r tol

d m

e I c

ould

not

go

to th

e m

ovie

wit

h m

y fr

iend

s, I

deci

ded

it w

as b

est t

o go

to m

y ro

om a

nd c

ompl

ete

my

hom

ewor

k.

Gen

erat

ing

Situ

atio

ns,

Cont

exts

, and

Exa

mpl

es

(pag

es 9

0–91

)

Pres

ent s

itua

tion

s or

exa

mpl

es

and

chal

leng

e st

uden

ts to

find

w

ays

to a

pply

the

Tier

2 w

ords

.

Whe

n w

ould

it b

e ne

cess

ary

to a

ct w

ith

dign

ity?

Whe

n co

uld

som

eone

be

prou

d to

say

, “I a

cted

w

ith

dign

ity”

?



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Wor

d R

elat

ions

hips

(p

age

91)

Ask

stu

dent

s to

des

crib

e ho

w

two

Tier

2 w

ords

may

be

rela

ted.

dign

ity

and

loit

erin

g

(Som

eone

wou

ld n

ot d

emon

stra

te d

igni

ty

if th

ey c

ause

d a

scen

e w

hen

aske

d to

sto

p lo

iter

ing

outs

ide

of W

al-M

art.)

Wri

ting

(p

age

91)

Prov

ide

stud

ents

wit

h se

nten

ce s

tem

s or

ext

ende

d w

riti

ng p

rom

pts.

Sent

ence

ste

ms:

• O

ne m

ust a

lway

s ac

t wit

h di

gnit

y w

hen.

..

• I f

elt i

t was

app

ropr

iate

not

to b

ehav

e w

ith

dign

ity

whe

n...

Exte

nded

wri

ting

pro

mpt

:

Thin

k ab

out a

tim

e w

hen

you

saw

som

eone

act

w

ith

dign

ity.

Wri

te a

bout

that

sit

uati

on a

nd

how

you

kno

w th

at th

e pe

rson

dem

onst

rate

d di

gnit

y.



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Text

Tal

k (B

eck

&

McK

eow

n, 2

001)

and

R

etur

ning

to

the

Stor

y Co

ntex

t

(pag

es 7

0 an

d 92

)

Text

Tal

k In

Cha

pter

1 o

f The

Fam

ily U

nder

the

Brid

ge,

dign

ity

is u

sed

to d

escr

ibe

how

Arm

and

resp

onde

d to

the

child

ren

moc

king

him

. Wha

t is

anot

her e

xam

ple

of s

omeo

ne in

the

stor

y ac

ting

w

ith

dign

ity?

Ret

urni

ng t

o th

e St

ory

Cont

ext

In C

hapt

er 1

of Th

e Fa

mily

Und

er th

e Br

idge

, di

gnit

y is

use

d to

des

crib

e ho

w A

rman

d re

spon

ded

to th

e ch

ildre

n m

ocki

ng h

im. L

et’s

say

the

wor

d to

geth

er: d

igni

ty. I

f som

eone

moc

ked

you,

how

cou

ld y

ou re

spon

d w

ith

dign

ity?

Pa

rtne

r A, p

rete

nd th

at P

artn

er B

is m

ocki

ng y

ou

for b

eing

a s

low

run

ner.

Part

ner A

, dem

onst

rate

ho

w y

ou w

ould

resp

ond

wit

h di

gnit

y.

Dis

cuss

ion

Star

ters

(p

age

96)

Use

the

cont

ext o

f a s

tory

as

a fo

unda

tion

for d

iscu

ssio

n.

In Th

e Fa

mily

Und

er th

e Br

idge

, wha

t mig

ht h

ave

happ

ened

if A

rman

d ha

d no

t res

pond

ed to

the

child

ren

wit

h di

gnit

y?

Rel

atio

nshi

ps A

mon

g W

ords

(p

age

97)

Pair

Tie

r 2 w

ords

to a

llow

st

uden

ts to

con

side

r the

re

lati

onsh

ips

amon

g w

ords

.

dign

ity

and

loit

erin

g

Coul

d so

meo

ne w

ho is

loit

erin

g al

so b

e de

mon

stra

ting

dig

nity

?



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Stud

ents

’ Use

of W

ords

(p

ages

100

–101

)H

ow w

ould

you

resp

ond

if so

meo

ne d

id n

ot

dem

onst

rate

dig

nity

tow

ard

you?

Can

you

thin

k of

a ti

me

whe

n yo

u di

d no

t act

w

ith

dign

ity?

Wha

t cau

sed

you

to b

ehav

e th

is

way

?

Ada

pted

from

: Bec

k, M

cKeo

wn,

& K

ucan

, 201

3.



You

Do

Act

ivit

y

Day

1D

ay 2

Day

3D

ay 4

Day

5

Intr

oduc

e T

ier

2 W

ords

Dee

p-Pr

oces

sing

Act

ivit

ies

(1) E

xam

ple/

Non

exam

ple

(2) W

ord

Ass

ocia

tion

s (3

) Gen

erat

ing

Situ

atio

ns, C

onte

xts,

and

Exa

mpl

es

(4) W

ord

Rel

atio

nshi

ps (5

) Wri

ting

(6) T

ext T

alk

(Bec

k &

McK

eow

n, 2

001)

and

Ret

urni

ng to

the

Stor

y Co

ntex

t (7)

Dis

cuss

ion

Star

ters

(8) R

elat

ions

hips

Am

ong

Wor

ds (9

) Stu

dent

s’ U

se o

f Wor

ds

Expl

icit

voc

abul

ary

rout

ine:

• Sa

y th

e w

ord.

• H

ave

stud

ents

say

the

wor

d.

• Pr

ovid

e a

stud

ent-

frie

ndly

de

finit

ion.

• U

se th

e w

ord

in a

se

nten

ce.

• Pr

ovid

e ex

ampl

es a

nd

none

xam

ples

.

• Pr

ovid

e an

init

ial s

tude

nt

enga

gem

ent a

ctiv

ity.

• Po

st th

e w

ord

and

its

de

finit

ion.

Act

ivit

ies:

Act

ivit

ies:

Act

ivit

ies:

Act

ivit

ies:



References

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.

Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 10–20.

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York, NY: Guilford Press.

Carlson, N. S. (1958). The family under the bridge. New York, NY: HarperCollins.

Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2013). Vocabulary and oral language development. Austin, TX: Author.

Wilfong, L. G. (2012). Vocabulary strategies that work: Do this—Not that! New York, NY: Routledge.


Review Points Planning Session 4: Deep-Processing Activities


Deep-Processing Activities

Review Points Planning Session for Booster Session 4: Deep-Processing Activities

The purpose of this planning session is to practice key concepts learned in Booster Session 4: Deep-Pro-cessing Activities with teachers who continue to struggle with creating activities that provide students with opportunities to develop a deep understanding of the selected Tier 2 words and to help these teachers apply this knowledge to plan for upcoming instruction. It is anticipated that this planning session will include a small number of teachers. The decision to provide this planning session should be based on classroom observations of vocabulary instruction and discussions with teachers about deep-processing activities, as described below.

Observation of Tier 2 Vocabulary Instruction

Use the provided Vocabulary Instruction Observation Form to collect classroom observation data. Ide-ally, observe teachers on multiple occasions to determine the need for additional support. The dotted sections below focus on the key concepts learned in Booster Session 4: Deep-Processing Activities.

Vocabulary Instruction Observation Form

Teacher: _____________________ Grade level: _____________________ Date: _____________________ Time: ____________________

EXPLICIT VOCABULARY ROUTINE DEEP-PROCESSING ACTIVITIES

LOO

K F

OR

...

❑ The teacher introduces the words. “Today we will learn the word _____.”

❑ Students say the words. “Let’s say the word together: _____.”

❑ The teacher provides student-friendly definitions. “We will study a definition for the word _____.”

❑ The teacher provides examples and nonexamples of the words that help students connect the words to prior knowledge and experiences. “An example of the word _____.”

❑ Students interact with the words. “Let’s talk with our partner about the word _____.”

Throughout the week, the teacher provides activities to deepen students’ understanding of the words by having students do the following:

❑ Use the words

❑ Explore facets of word meaning

❑ Consider relationships among words

NO

TES

Vocabulary Words Student-Friendly Definitions

❑ All vocabulary words and definitions are posted.

Vaughn Gross Center for R

eading and Language Arts at Th

e University of Texas at Austin

© 2014 Texas Education A

gency/The U

niversity of Texas System

Observation number: ________ Observed by: __________________________

Describe the deep-processing activity(s) provided and indicate whether students used the word correctly during the activity(s).



Debriefing Sessions With Teachers About Tier 2 Vocabulary Instruction

Meet with teachers to determine whether they have a clear understanding of how to develop deep-processing activities. Use the following question and the data collected on the observation form to facilitate this discussion:

How did you help your students engage with the Tier 2 words you introduced during the explicit vo-cabulary routine throughout the week? Teachers should indicate activities that provide students with opportunities to do the following:

❑ Use the word

❑ Explore facets of word meaning, using the critical attributes of the student-friendly definition

❑ Consider relationships among words—connecting words to other words and contexts that students are studying

Preparation

To prepare for this session, start by reviewing the content from Booster Session 4. Copy the handouts for distribution to each participant. Ensure that you are familiar with all of the activities on the Exam-ples of Deep-Processing Activities handout for the grade level of your audience. Ask teachers to bring the Tier 2 words and student-friendly definitions they will teach in the upcoming week. Remember, the purpose of this session is to plan actual lessons for implementation in the classroom.

Decide how much time to spend on the session components, described below, based on your imple-mentation data (approximate times are provided for each session component on the following pages):

• Review of Key Concepts: Review the key concepts from the booster session with participants prior to planning.

• Planning: The goal is to enable participants to apply what they have learned as they plan their explicit vocabulary instruction lessons for the week. Keep in mind that the participants should do most of the work, as they will plan actual lessons to implement in the classroom. As the presenter, your role is to ensure that participants understand the content, keep participants on task, and an-swer any questions regarding planning or implementation.



Review of Key Concepts 8 minutes

During the fourth booster session, we used the work of Beck et al. (2013) to create activities to engage our students and have them interact with the meaning of the selected Tier 2 words.

Ask participants to take out their Considerations for Developing Deep-Processing Activities: Ex-amples handout.

Use the handout to review the considerations below with participants. These considerations are adapted from “Bringing Words to Life: Robust Vocabulary Instruction” (2nd Edition) and “Explicit Instruction: Effective and Efficient Teaching.”

Use the Word

When developing deep-processing activities that provide students with opportunities to use the word, think about (1) situations in which the word could be used and (2) how to scaffold activities so that your students can interact with the word in ways that will help them to build context around it.

For example, look at the sentence stems on the handout. Sentence stems are effective scaffolds for ensuring that students generate informative sentences. To use the word correctly in the sentence, students must have both a deep understanding of the definition and be able to apply it to the context provided.

Explore Facets of Word Meaning

When developing deep-processing activities that provide students with opportunities to explore facets of word meaning, think about the different ways in which the word can be used to convey meaning. It is helpful here to think about examples and nonexamples. Examples include all critical attributes of the student-friendly definition, whereas nonexamples include some, but not all, of the critical attributes of the definition.

For example, look at the example for the word impatient on the handout. Students must be able to dif-ferentiate between the two descriptions to determine which is the example. In both options, the boy is excited about his birthday. However, only the second option is an example of impatient—the key words being “wishes the time would go faster.” The boy cannot wait for his birthday!

Consider Relationships Among Words

When developing deep-processing activities that provide students with opportunities to consider relationships among words, think about how you can connect target words to other words and contexts that students are studying.

For example, look at the graphic on the handout.



Planning 25 minutes

Let’s apply what we just reviewed to develop deep-processing activities for the Tier 2 words you will teach in the upcoming week.

Direct participants to the appropriate grade-level version of the Examples of Deep-Processing Activities handout. Tell participants to read the handout.

Do you need additional clarification for any of these deep-processing activities? Do you use with your students any deep-processing activities that are not on this list?

Discuss participants’ responses.

Make a checkmark next to each activity on the handout that you have tried in your classroom. Then, add a star next to the checked activity that you think best helps your students develop a deep under-standing of words. Next, consider which of the activities you have not yet tried that would you like to implement first. Circle that activity on the handout.

Provide time for participants to work.

Plan to use the activity with the star and the circled activity during vocabulary instruction next week.

Take out your student-friendly definitions for the Tier 2 words you have selected to teach in the up-coming week and your Explicit Vocabulary Instruction: Week at a Glance handout. Write on the Week at a Glance handout both the activity with the star and the activity you circled.

Provide time for participants to work.

Working with your partner, decide which of the remaining deep-processing activities you would like to use to help your students develop a deep understanding of the words.

Make sure to include deep-processing activities for each consideration, providing opportunities for students to do the following:

❑ Use the word

❑ Explore facets of word meaning, using the critical attributes of the student-friendly definition

❑ Consider relationships among words—connecting words to other words and contexts that students are studying

Then, use your student-friendly definitions to come up with the activities’ specific components, such as examples and prompts.

Provide time for partners to work.

At the end of the session, provide time for each participant to share one deep-processing activity.

Vocabulary Instruction Observation Form



Voc

abu

lary

Inst

ruct

ion

Obs

erva

tion

For

m

Teac

her:

____

____

____

____

____

_ G

rade

leve

l: __

____

____

____

____

___

Dat

e: _

____

____

____

____

____

Ti

me:

___

____

____

____

____

_

EXPL

ICIT

VO

CA

BULA

RY R

OU

TIN

E D

EEP-

PRO

CES

SIN

G A

CTI

VIT

IES

LOOK FOR...

❑

The

teac

her i

ntro

duce

s th

e w

ords

. “T

oday

we

will

lear

n th

e w

ord

____

_.”

❑

Stud

ents

say

the

wor

ds.

“Let

’s sa

y th

e w

ord

toge

ther

: ___

__.”

❑

The

teac

her p

rovi

des

stud

ent-

frie

ndly

defi

niti

ons.

“W

e w

ill st

udy

a de

finiti

on fo

r the

wor

d __

___.

”

❑

The

teac

her p

rovi

des

exam

ples

and

non

exam

ples

of t

he w

ords

that

hel

p st

uden

ts c

onne

ct th

e w

ords

to p

rior

kno

wle

dge

and

expe

rien

ces.

“A

n ex

ampl

e of

the

wor

d __

___.

”

❑

Stud

ents

inte

ract

wit

h th

e w

ords

. “L

et’s

talk

with

our

par

tner

abo

ut th

e w

ord

____

_.”

Thro

ugho

ut th

e w

eek,

the

teac

her p

rovi

des

acti

viti

es to

dee

pen

stud

ents

’ un

ders

tand

ing

of th

e w

ords

by

havi

ng s

tude

nts

do th

e fo

llow

ing:

❑

Use

the

wor

ds

❑

Expl

ore

face

ts o

f wor

d m

eani

ng

❑

Cons

ider

rela

tion

ship

s am

ong

wor

ds

NOTES

Voca

bula

ry W

ords

Stud

ent-

Frie

ndly

Defi

nitio

ns

❑

All

voca

bula

ry w

ords

and

defi

niti

ons

are

post

ed.


Obs

erva

tion

num

ber:

____

____

Obs

erve

d by

: ___

____

____

____

____

____

___

Handouts





Con

sid

era

tion

s fo

r D

evel

opin

g D

eep-

Pro

cess

ing

Act

ivit

ies:

Exa

mpl

es

Use

the

wor

dsEx

plor

e fa

cets

of w

ord

mea

ning

Cons

ider

the

rel

atio

nshi

ps a

mon

g w

ords

Sent

ence

ste

ms:

• Th

e ci

tize

ns w

ere

incr

edul

ous

whe

n…

• Th

e do

gs a

bsco

nded

wit

h…

• Th

e ca

ndid

ate

refu

sed

to c

once

de

that

she

had

lost

the

elec

tion

be

caus

e…

impa

tien

t

A b

oy te

lls h

is

frie

nds

abou

t his

bi

rthd

ay p

arty

and

ho

pes

they

can

co

me.

A b

oy c

ount

s th

e da

ys u

ntil

his

birt

hday

and

wis

hes

the

tim

e w

ould

go

fast

er.

Ada

pted

from

Bec

k, M

cKeo

wn,

& K

ucan

, 201

3; V

augh

n G

ross

Cen

ter f

or R

eadi

ng a

nd L

angu

age

Art

s at

The

Uni

vers

ity

of T

exas

at A

usti

n,

2013

.

gig

gle

lau

gh

chu

ckle

wh

impe

r

sob

cry



Exa

mpl

es o

f D

eep-

Pro

cess

ing

Act

ivit

ies:

Gra

des

3–4

Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

disg

usti

ngne

rvou

s

Que

stio

ns, R

easo

ns,

Exam

ples

(p

ages

66–

67)

Wha

t is

som

ethi

ng th

at y

ou th

ink

of a

s be

ing

disg

usti

ng?

Why

?

Wha

t mig

ht m

ake

a pi

ece

of p

izza

dis

gust

ing?

Taki

ng a

mat

h te

st m

ay m

ake

som

eone

ne

rvou

s. W

hy?

Wha

t are

som

e ot

her t

hing

s th

at m

ake

peop

le n

ervo

us?

Whi

ch o

f the

se th

ings

wou

ld m

ake

you

nerv

ous?

Why

or w

hy n

ot?

• Jo

inin

g a

new

cla

ss o

r hav

ing

a su

bsti

tute

te

ache

r

• W

atch

ing

a m

ovie

or a

ctin

g in

a p

lay

Mak

ing

Choi

ces

(p

age

67)

If I

say

som

ethi

ng th

at y

ou th

ink

is d

isgu

stin

g,

say,

“dis

gust

ing.

” If y

ou d

o no

t thi

nk it

is

disg

usti

ng, d

o no

t say

any

thin

g.

• Th

e bo

y’s

rott

en te

eth

• A

dan

ce re

cita

l

• M

y fr

iend

’s m

oldy

food

• G

erm

s in

the

bath

room

If I

say

som

ethi

ng th

at m

ight

mak

e yo

u ne

rvou

s, s

ay “n

ervo

us.”

If y

ou d

o no

t thi

nk it

w

ould

mak

e yo

u ne

rvou

s, d

o no

t say

any

thin

g.

• W

atch

ing

a sc

ary

mov

ie

• Be

ing

in a

dar

k ro

om

• R

idin

g yo

ur b

icyc

le

• Ea

ting

pop

corn

Rev

iew

Mea

ning

s W

ith

Que

stio

ns

(pag

e 78

)

Doe

s di

sgus

ting

mea

n so

met

hing

you

like

or

som

ethi

ng y

ou d

o no

t lik

e be

caus

e it

mak

es y

ou

feel

sic

k?

Whi

ch w

ould

be

mor

e di

sgus

ting

, sou

r milk

or

a so

da th

at h

as lo

st it

s fiz

z?

Whi

ch w

ould

mak

e yo

u m

ore

nerv

ous,

you

r fir

st d

ay in

a n

ew s

choo

l yea

r or y

our fi

rst d

ay

back

aft

er h

olid

ay b

reak

?

Doe

s ne

rvou

s m

ean

you

are

wor

ried

abo

ut

som

ethi

ng o

r you

are

not

wor

ried

abo

ut

som

ethi

ng?



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

disg

usti

ngne

rvou

s

Situ

atio

ns a

nd E

xam

ples

(p

age

78)

If y

ou w

ere

at a

rest

aura

nt a

nd fo

und

a ha

ir in

yo

ur fo

od, y

ou c

ould

say

that

was

dis

gust

ing.

W

hat e

lse

mig

ht h

appe

n to

you

at a

rest

aura

nt

that

you

cou

ld d

escr

ibe

as d

isgu

stin

g?

As s

tude

nts p

rovi

de ex

ampl

es, r

espo

nd b

y st

atin

g th

e co

nnec

tion

betw

een

the

wor

d an

d its

m

eani

ng. F

or ex

ampl

e:

Yes,

you

may

des

crib

e __

____

_ as

som

ethi

ng

you

did

not l

ike

beca

use

it m

ade

you

feel

sic

k be

caus

e __

____

____

___.

Do

you

thin

k ev

eryo

ne

wou

ld d

escr

ibe

thes

e th

ings

as

disg

usti

ng?

Why

or w

hy n

ot?

If y

ou a

ccid

ently

bro

ke y

our m

othe

r’s fa

vori

te

coff

ee m

ug, y

ou w

ould

be

nerv

ous

to te

ll he

r. W

hat e

lse

mig

ht m

ake

you

nerv

ous?

As s

tude

nts p

rovi

de ex

ampl

es, r

espo

nd b

y st

atin

g th

e co

nnec

tion

betw

een

the

wor

d an

d its

m

eani

ng. F

or ex

ampl

e:

Yes,

___

____

__ m

ight

mak

e yo

u w

orri

ed o

r sc

ared

bec

ause

___

____

__. W

hat d

o yo

u th

ink

mig

ht m

ake

your

par

ents

ner

vous

?

Find

the

Mis

sing

Wor

d

(pag

e 79

)

Tell

stud

ents

that

you

will

say

a

sent

ence

that

is m

issi

ng a

w

ord

and

that

they

hav

e to

sa

y th

e Ti

er 2

wor

d th

at fi

ts in

th

e se

nten

ce. P

rovi

de s

tude

nts

wit

h th

ree

choi

ces.

If s

tude

nts

have

trou

ble

com

plet

ing

a se

nten

ce, r

epea

t the

cho

ices

.

The

gum

stu

ck u

nder

my

desk

is _

____

____

__.

It is

___

____

___

whe

n a

bird

poo

ps o

n yo

ur

head

.

Som

e pe

ople

thin

k pu

ttin

g ke

tchu

p on

egg

s is

__

____

___,

but

I lik

e it

.

Whe

n I d

o no

t stu

dy, I

am

mor

e lik

ely

to b

e __

____

__ to

take

my

spel

ling

test

than

whe

n I

do s

tudy

.

Clim

bing

dow

n a

tall

ladd

er m

akes

me

____

____

__.

Whe

n I a

m _

____

____

, my

palm

s sw

eat a

nd m

y st

omac

h hu

rts.



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

disg

usti

ngne

rvou

s

Wor

d A

ssoc

iati

on

(pag

e 79

)

Tell

stud

ents

that

you

will

say

a

wor

d an

d th

at th

ey h

ave

to

tell

you

whi

ch o

f the

Tie

r 2

wor

ds y

our w

ord

mak

es th

em

thin

k of

.

Whi

ch w

ord

does

puk

e m

ake

you

thin

k of

? (d

isgu

stin

g) W

hy d

id p

uke

mak

e yo

u th

ink

of

disg

usti

ng?

Whi

ch w

ord

does

del

iciou

s mak

e yo

u th

ink

of?

(dis

gust

ing)

Why

did

del

iciou

s mak

e yo

u th

ink

of d

isgu

stin

g? (I

f nec

essa

ry, p

rovi

de

expl

anat

ion—

for e

xam

ple,

som

ethi

ng th

at is

de

licio

us is

not

dis

gust

ing.

)

Whi

ch w

ord

does

calm

mak

e yo

u th

ink

of?

(ner

vous

) Why

did

calm

mak

e yo

u th

ink

of

nerv

ous?

(If n

eces

sary

, pro

vide

exp

lana

tion

—fo

r exa

mpl

e, ca

lm is

the

oppo

site

of n

ervo

us.)

Fini

sh t

he S

ente

nce

(pag

e 79

)

Tell

stud

ents

: “I h

ave

som

e se

nten

ces

that

nee

d to

be

com

plet

ed. I

will

sta

rt w

ith

a se

nten

ce a

nd a

sk y

ou to

thin

k of

an

endi

ng to

com

plet

e th

e se

nten

ce.”

Dem

onst

rate

an

exa

mpl

e an

d m

odel

you

r th

inki

ng.

The

rott

ing

food

on

the

side

wal

k w

as

disg

usti

ng b

ecau

se...

Ther

e is

not

hing

mor

e di

sgus

ting

than

...

Big,

sca

ry b

ugs

mak

e a

lot o

f peo

ple

nerv

ous

beca

use.

..

The

new

stu

dent

was

ner

vous

bec

ause

...

Hav

ing

to w

rite

a s

tory

in s

choo

l mak

es m

e ne

rvou

s be

caus

e...



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

disg

usti

ngne

rvou

s

Yes/

No

(pag

e 80

)

Tell

stud

ents

: “I h

ave

som

e se

nten

ces

that

mak

e se

nse

and

som

e th

at d

o no

t mak

e se

nse.

You

dec

ide—

if it

mak

es

sens

e, e

very

body

say

, ‘ye

s’; if

it

doe

s no

t mak

e se

nse,

say

, ‘n

o.’”

Onc

e st

uden

ts h

ave

resp

onde

d, a

sk a

stu

dent

to

expl

ain

why

it d

oes

or d

oes

not

mak

e se

nse.

Mos

t peo

ple

wou

ld a

gree

that

wat

chin

g a

surg

ery

is d

isgu

stin

g. (y

es)

Ever

yone

thin

ks th

at s

nake

s ar

e di

sgus

ting

. (n

o)

We

all w

ant t

o ea

t dis

gust

ing

thin

gs. (

no)

Som

ethi

ng th

at I

do e

very

day

sho

uld

mak

e m

e ne

rvou

s. (n

o)

Bein

g ne

rvou

s is

not

a g

ood

feel

ing.

(yes

)

Text

Tal

k

(Bec

k &

McK

eow

n, 2

001)

(p

age

70)

In E

nem

y Pi

e, th

e na

rrat

or w

onde

rs w

hat

disg

usti

ng th

ings

his

dad

will

put

into

an

ene

my

pie.

To

desc

ribe

som

ethi

ng a

s di

sgus

ting

is to

say

that

you

do

not l

ike

it

beca

use

it m

akes

you

feel

sic

k. L

ots

of th

ings

can

be

dis

gust

ing,

and

wha

t is

disg

usti

ng to

you

m

ay n

ot b

e di

sgus

ting

to e

very

one.

Let

’s sa

y th

e w

ord

toge

ther

: dis

gust

ing.

Tur

n to

you

r pa

rtne

r and

des

crib

e th

e th

ing

you

belie

ve is

the

mos

t dis

gust

ing.

In E

nem

y Pi

e, th

e na

rrat

or is

ner

vous

whe

n he

goe

s to

Jer

emy

Ros

s’ ho

use

for t

he fi

rst

tim

e. T

o be

ner

vous

is to

be

wor

ried

or s

care

d ab

out s

omet

hing

. Let

’s sa

y th

e w

ord

toge

ther

: ne

rvou

s. E

very

one

gets

ner

vous

. Whe

n I

have

to s

peak

to th

e pr

inci

pal,

I am

som

etim

es

nerv

ous

abou

t wha

t the

pri

ncip

al m

ay s

ay

to m

e. If

you

wer

e ne

rvou

s, h

ow m

ight

you

be

have

? Tu

rn to

you

r par

tner

and

exp

lain

how

so

meo

ne c

ould

tell

if yo

u w

ere

nerv

ous.

Fina

l Rev

iew

(p

age

80)

Wha

t wor

d de

scri

bes

som

ethi

ng y

ou d

o no

t lik

e be

caus

e it

mak

es y

ou fe

el s

ick?

Wha

t wor

d m

eans

to b

e w

orri

ed o

r sca

red

abou

t so

met

hing

?

Ada

pted

from

: Bec

k, M

cKeo

wn,

& K

ucan

, 201

3.



Exa

mpl

es o

f D

eep-

Pro

cess

ing

Act

ivit

ies:

Gra

des

5–8

Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Exam

ple/

Non

exam

ple

(p

ages

89–

90)

If I

say

som

ethi

ng th

at y

ou b

elie

ve re

pres

ents

di

gnit

y, s

ay “t

hat’s

dig

nifie

d.” I

f not

, do

not s

ay

anyt

hing

.

• Yo

ur fo

otba

ll co

ach

yells

at y

ou in

fron

t of

ever

yone

at t

he g

ame

for m

issi

ng a

tack

le, b

ut

you

rem

ain

calm

and

lear

n fr

om y

our m

is-

take

.

• A

bul

ly c

alls

you

nam

es a

nd y

ou d

ecid

e to

st

art a

figh

t wit

h he

r.

• Yo

ur li

ttle

bro

ther

dro

ps y

our c

ell p

hone

, br

eaki

ng th

e sc

reen

, but

you

tell

him

it is

OK

be

caus

e it

is in

sure

d.

If I

say

som

ethi

ng th

at re

pres

ents

loit

erin

g, s

ay

“no

purp

ose.

” If n

ot, d

o no

t say

any

thin

g.

• W

aiti

ng fo

r the

sch

ool b

us

• Yo

u w

alk

to a

nd fr

om s

choo

l eac

h da

y, b

ut 2

0 m

inut

es a

fter

sch

ool e

nds

(or b

egin

s), y

ou a

re

still

sta

ndin

g ou

tsid

e of

the

scho

ol b

uild

ing.

• A

big

gro

up o

f kid

s st

andi

ng o

n th

e st

airs

be

twee

n cl

asse

s

Wor

d A

ssoc

iati

ons

(pag

e 90

)

Inst

ruct

stu

dent

s to

det

erm

ine

whi

ch T

ier 2

wor

d th

e co

mm

ent d

escr

ibes

.

Aft

er m

y m

othe

r tol

d m

e I c

ould

not

go

to th

e m

ovie

wit

h m

y fr

iend

s, I

deci

ded

it w

as b

est t

o go

to m

y ro

om a

nd c

ompl

ete

my

hom

ewor

k.

Som

eone

sit

ting

in a

Tac

o Be

ll, n

ot e

atin

g or

do-

ing

anyt

hing

els

e

Gen

erat

ing

Situ

atio

ns,

Cont

exts

, and

Exa

mpl

es

(pag

es 9

0–91

)

Pres

ent s

itua

tion

s or

exa

mpl

es

and

chal

leng

e st

uden

ts to

find

w

ays

to a

pply

the

Tier

2 w

ords

.

Whe

n w

ould

it b

e ne

cess

ary

to a

ct w

ith

dign

ity?

Whe

n co

uld

som

eone

be

prou

d to

say

, “I a

cted

w

ith

dign

ity”

?

Whe

n co

uld

you

say,

“It i

s O

K th

at I

am

loit

erin

g be

caus

e…”

Whe

n m

ight

som

eone

say

, “N

o, o

ffice

r, I a

m n

ot

loit

erin

g ou

tsid

e of

this

rest

aura

nt. I

am

just

...”



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Wor

d R

elat

ions

hips

(p

age

91)

Ask

stu

dent

s to

des

crib

e ho

w

two

Tier

2 w

ords

may

be

rela

ted.

dign

ity

and

loit

erin

g

(Som

eone

wou

ld n

ot d

emon

stra

te d

igni

ty

if th

ey c

ause

d a

scen

e w

hen

aske

d to

sto

p lo

iter

ing

outs

ide

of W

al-M

art.)

dign

ity

and

loit

erin

g

(Som

eone

wou

ld n

ot d

emon

stra

te d

igni

ty

if th

ey c

ause

d a

scen

e w

hen

aske

d to

sto

p lo

iter

ing

outs

ide

of W

al-M

art.)

Wri

ting

(p

age

91)

Prov

ide

stud

ents

wit

h se

nten

ce s

tem

s or

ext

ende

d w

riti

ng p

rom

pts.

Sent

ence

ste

ms:

• O

ne m

ust a

lway

s ac

t wit

h di

gnit

y w

hen.

..

• I f

elt i

t was

app

ropr

iate

not

to b

ehav

e w

ith

dign

ity

whe

n...

Exte

nded

wri

ting

pro

mpt

:

Thin

k ab

out a

tim

e w

hen

you

saw

som

eone

act

w

ith

dign

ity.

Wri

te a

bout

that

sit

uati

on a

nd

how

you

kno

w th

at th

e pe

rson

dem

onst

rate

d di

gnit

y.

Sent

ence

ste

m:

The

hom

eles

s m

an w

as n

ot lo

iter

ing

on th

e st

reet

cor

ner b

ecau

se h

e...

Exte

nded

wri

ting

pro

mpt

:

Wri

te a

bout

a ti

me

whe

n yo

u w

ere

loit

erin

g.

Why

wer

e yo

u lo

iter

ing?

Do

you

find

your

self

loit

erin

g of

ten?



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Text

Tal

k (B

eck

&

McK

eow

n, 2

001)

and

R

etur

ning

to

the

Stor

y Co

ntex

t

(pag

es 7

0 an

d 92

)

Text

Tal

k In

Cha

pter

1 o

f The

Fam

ily U

nder

the

Brid

ge,

dign

ity

is u

sed

to d

escr

ibe

how

Arm

and

resp

onde

d to

the

child

ren

moc

king

him

. Wha

t is

anot

her e

xam

ple

of s

omeo

ne in

the

stor

y ac

ting

w

ith

dign

ity?

Ret

urni

ng t

o th

e St

ory

Cont

ext

In C

hapt

er 1

of Th

e Fa

mily

Und

er th

e Br

idge

, di

gnit

y is

use

d to

des

crib

e ho

w A

rman

d re

spon

ded

to th

e ch

ildre

n m

ocki

ng h

im. L

et’s

say

the

wor

d to

geth

er: d

igni

ty. I

f som

eone

moc

ked

you,

how

cou

ld y

ou re

spon

d w

ith

dign

ity?

Pa

rtne

r A, p

rete

nd th

at P

artn

er B

is m

ocki

ng y

ou

for b

eing

a s

low

run

ner.

Part

ner A

, dem

onst

rate

ho

w y

ou w

ould

resp

ond

wit

h di

gnit

y.

Text

Tal

k In

Cha

pter

1 o

f The

Fam

ily U

nder

the

Brid

ge,

loit

erin

g is

use

d to

des

crib

e ch

ildre

n ha

ngin

g ou

t on

the

stre

et. I

n th

e re

mai

nder

of t

he s

tory

, is

ther

e ev

er a

tim

e w

hen

Arm

and

coul

d ha

ve

been

con

side

red

to b

e lo

iter

ing?

Ret

urni

ng t

o th

e St

ory

Cont

ext

In C

hapt

er 1

of Th

e Fa

mily

Und

er th

e Br

idge

, lo

iter

ing

is u

sed

to d

escr

ibe

child

ren

hang

ing

out o

n th

e st

reet

. Let

’s sa

y th

e w

ord

toge

ther

: lo

iter

ing.

Do

you

ever

see

chi

ldre

n lo

iter

ing

on th

e st

reet

in y

our n

eigh

borh

ood?

Tur

n to

yo

ur n

eigh

bor a

nd e

xpla

in w

hy y

ou th

ink

thes

e ch

ildre

n w

ere

loit

erin

g.

Dis

cuss

ion

Star

ters

(p

age

96)

Use

the

cont

ext o

f a s

tory

as

a fo

unda

tion

for d

iscu

ssio

n.

In Th

e Fa

mily

Und

er th

e Br

idge

, wha

t mig

ht h

ave

happ

ened

if A

rman

d ha

d no

t res

pond

ed to

the

child

ren

wit

h di

gnit

y?

In Th

e Fa

mily

Und

er th

e Br

idge

, Arm

and

gets

food

fr

om th

e H

alle

s M

arke

t. W

ould

he

have

bee

n ab

le to

get

this

food

if h

e sp

ent a

lot o

f tim

e lo

iter

ing

at th

e m

arke

t? W

hy o

r why

not

?

Rel

atio

nshi

ps A

mon

g W

ords

(p

age

97)

Pair

Tie

r 2 w

ords

to a

llow

st

uden

ts to

con

side

r the

re

lati

onsh

ips

amon

g w

ords

.

dign

ity

and

loit

erin

g

Coul

d so

meo

ne w

ho is

loit

erin

g al

so b

e de

mon

stra

ting

dig

nity

?

dign

ity

and

loit

erin

g

Coul

d so

meo

ne w

ho is

loit

erin

g al

so b

e de

mon

stra

ting

dig

nity

?



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

dign

ity

loit

erin

g

Stud

ents

’ Use

of W

ords

(p

ages

100

–101

)H

ow w

ould

you

resp

ond

if so

meo

ne d

id n

ot

dem

onst

rate

dig

nity

tow

ard

you?

Can

you

thin

k of

a ti

me

whe

n yo

u di

d no

t act

w

ith

dign

ity?

Wha

t cau

sed

you

to b

ehav

e th

is

way

?

Whe

n yo

u se

e pe

ople

loit

erin

g, d

oes

it m

ake

you

nerv

ous?

Exp

lain

why

or w

hy n

ot.

Ada

pted

from

: Bec

k, M

cKeo

wn,

& K

ucan

, 201

3.



Exa

mpl

es o

f D

eep-

Pro

cess

ing

Act

ivit

ies:

Hig

h S

choo

l

Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

resp

lend

ent

rene

wed

Exam

ple/

Non

exam

ple

(p

ages

89–

90)

If I

say

som

ethi

ng th

at c

ould

be

desc

ribe

d as

re

sple

nden

t, s

ay, “

that

’s be

auti

ful.”

If n

ot, d

o no

t say

any

thin

g.

• A

hig

h sc

hool

stu

dent

in h

er p

rom

dre

ss

• Th

e G

rand

Can

yon

• Th

e A

lice

Hig

h Sc

hool

sta

dium

• A

bri

de

If I

say

som

ethi

ng th

at y

ou th

ink

has

been

re

new

ed, s

ay, “

rene

wed

.” If

not

, do

not s

ay

anyt

hing

.

• Co

mpl

etin

g yo

ur h

omew

ork

afte

r find

ing

out

you

have

an

F in

bio

logy

• R

unni

ng a

fter

reco

veri

ng fr

om a

n AC

L te

ar

• Pa

ying

you

r mon

thly

cel

l pho

ne b

ill

Wor

d A

ssoc

iati

ons

(pag

e 90

)

Inst

ruct

stu

dent

s to

det

erm

ine

whi

ch T

ier 2

wor

d th

e co

mm

ent d

escr

ibes

.

Goi

ng to

see

the

Texa

s St

ate

Capi

tol w

as a

we-

som

e.A

fter

the

New

Yea

r, I d

ecid

ed it

was

tim

e to

sta

rt

wor

king

out

aga

in.

Gen

erat

ing

Situ

atio

ns,

Cont

exts

, and

Exa

mpl

es

(pag

es 9

0–91

)

Pres

ent s

itua

tion

s or

exa

mpl

es

and

chal

leng

e st

uden

ts to

find

w

ays

to a

pply

the

Tier

2 w

ords

.

Wha

t cou

ld s

omeo

ne s

ee to

mak

e th

em s

ay th

e fo

llow

ing:

• “Th

at is

the

mos

t res

plen

dent

thin

g ev

er!”

• “I

do

not r

eally

con

side

r tha

t to

be r

espl

en-

dent

.”

Wha

t cou

ld re

sult

from

ren

ewed

eff

orts

to d

o th

e fo

llow

ing:

• St

op g

loba

l war

min

g

• Im

prov

e th

e sc

hool

caf

eter

ia fo

od

• G

et in

bet

ter s

hape



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

resp

lend

ent

rene

wed

Wor

d R

elat

ions

hips

(p

age

91)

Ask

stu

dent

s to

des

crib

e ho

w

two

Tier

2 w

ords

may

be

rela

ted.

resp

lend

ent

and

rene

wed

(A w

ater

fall

that

had

bee

n dr

y du

e to

a d

roug

ht

and

was

ren

ewed

aft

er a

hea

vy ra

in m

ay b

e de

scri

bed

as r

espl

ende

nt.)

resp

lend

ent

and

rene

wed

(A w

ater

fall

that

had

bee

n dr

y du

e to

a d

roug

ht

and

was

ren

ewed

aft

er a

hea

vy ra

in m

ay b

e de

scri

bed

as r

espl

ende

nt.)

Wri

ting

(p

age

91)

Prov

ide

stud

ents

wit

h se

nten

ce s

tem

s or

ext

ende

d w

riti

ng p

rom

pts.

Sent

ence

ste

ms:

• Te

xas

beac

hes

are

resp

lend

ent

beca

use.

..

• Th

e m

ost r

espl

ende

nt th

ing

I eve

r saw

was

...

Exte

nded

wri

ting

pro

mpt

:

Thin

k of

a ti

me

whe

n yo

u fe

el y

ou c

ould

hav

e be

en d

escr

ibed

as

resp

lend

ent.

Wri

te a

bout

w

hy y

ou th

ink

you

coul

d ha

ve b

een

desc

ribe

d th

is w

ay.

Exte

nded

wri

ting

pro

mpt

:

Thin

k ab

out a

tim

e w

hen

you

stop

ped

som

e-th

ing

for a

per

iod

of ti

me

but t

hen

star

ted

agai

n.

Wha

t cau

sed

you

to r

enew

this

thin

g? W

rite

w

hy y

ou s

topp

ed a

nd w

hy it

was

ren

ewed

.

Text

Tal

k (B

eck

&

McK

eow

n, 2

001)

and

R

etur

ning

to

the

Stor

y Co

ntex

t

(pag

es 7

0 an

d 92

)

In th

e ar

ticl

e “K

orea

ns P

rodu

ce W

orld

’s Fi

rst

Clo

ned

Dog

,” th

e A

fgha

n ho

und

is d

escr

ibed

as

a re

sple

nden

t do

g. W

hat c

ould

mak

e on

e do

g m

ore

resp

lend

ent

than

ano

ther

?

The

arti

cle

“Kor

eans

Pro

duce

Wor

ld’s

Firs

t C

lone

d D

og” d

escr

ibes

how

cal

ls fo

r a g

loba

l ban

on

clo

ning

had

bee

n re

new

ed. W

hat e

vide

nce

pres

ente

d in

the

arti

cle

led

to th

ese

rene

wed

ca

lls?

Dis

cuss

ion

Star

ters

(p

age

96)

Use

the

cont

ext o

f a s

tory

as

a fo

unda

tion

for d

iscu

ssio

n.

In th

e ar

ticl

e “K

orea

ns P

rodu

ce W

orld

’s Fi

rst

Clo

ned

Dog

,” th

e A

fgha

n ho

und

is d

escr

ibed

as

a re

sple

nden

t do

g. W

hy d

o yo

u th

ink

it w

as

impo

rtan

t for

the

auth

or to

des

crib

e th

e do

g as

re

sple

nden

t?

The

arti

cle

“Kor

eans

Pro

duce

Wor

ld’s

Firs

t C

lone

d D

og” d

escr

ibes

how

cal

ls fo

r a g

loba

l ban

on

clo

ning

had

bee

n re

new

ed. W

hat d

o yo

u th

ink

are

the

oppo

nent

s’ ob

ject

ions

to c

loni

ng?



Dee

p-Pr

oces

sing

Act

ivit

y (L

ocat

ion

in B

eck

et a

l., 2

013)

resp

lend

ent

rene

wed

Rel

atio

nshi

ps A

mon

g W

ords

(p

age

97)

Pair

Tie

r 2 w

ords

to a

llow

st

uden

ts to

con

side

r the

re

lati

onsh

ips

amon

g w

ords

.

resp

lend

ent

and

rene

wed

Will

eve

ryth

ing

that

is r

enew

ed b

e re

sple

nden

t? W

hen

may

som

ethi

ng th

at is

re

new

ed b

e de

scri

bed

as r

espl

ende

nt?

Will

eve

ryth

ing

that

is r

enew

ed b

e re

sple

nden

t? W

hen

may

som

ethi

ng th

at is

re

new

ed b

e de

scri

bed

as r

espl

ende

nt?

Stud

ents

’ Use

of W

ords

(p

ages

100

–101

)Th

ink

of a

rece

nt b

ook

you

have

read

. Wha

t in

the

book

cou

ld y

ou d

escr

ibe

as r

espl

ende

nt?

Wha

t cha

ract

eris

tics

of t

his

thin

g m

ake

it

resp

lend

ent?

Thin

k ab

out s

omet

hing

in y

our l

ife th

at h

as

been

rece

ntly

ren

ewed

. Wha

t cau

sed

it to

be

rene

wed

?

Ada

pted

from

: Bec

k, M

cKeo

wn,

& K

ucan

, 201

3.



Exp

lici

t V

oca

bula

ry I

nst

ruct

ion

: W

eek

at

a G

lan

ce

Day

1D

ay 2

Day

3D

ay 4

Day

5

Intr

oduc

e T

ier

2 W

ords

Dee

p-Pr

oces

sing

Act

ivit

ies

Expl

icit

voc

abul

ary

rout

ine:

• Sa

y th

e w

ord.

• H

ave

stud

ents

say

the

wor

d.

• Pr

ovid

e a

stud

ent-

frie

ndly

de

finit

ion.

• U

se th

e w

ord

in a

se

nten

ce.

• Pr

ovid

e ex

ampl

es a

nd

none

xam

ples

.

• Pr

ovid

e an

init

ial s

tude

nt

enga

gem

ent a

ctiv

ity.

• Po

st th

e w

ord

and

its

de

finit

ion.

Act

ivit

ies:

Act

ivit

ies:

Act

ivit

ies:

Act

ivit

ies:

Date post:	11-Apr-2023
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