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View Instructional Routine |
Can the student categorize important vocabulary words and describe their
features? |
Help Me Decide
Have the student:
(a) classify vocabulary words into given categories, and
(b) provide categories for given vocabulary words, and
(c) provide reasons for decisions based on features |
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| Does the student make connections between new vocabulary words and concepts (e.g., procedural, transition, high utility words) to known words and concepts? |
Help Me Decide
Have the student:
(a) use known words and background knowledge to provide the meaning for new vocabulary words |
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| Can the student determine the meaning of a word using knowledge of base words and affixes? |
Help Me Decide
Have the student:
(a) provide the meaning for words that have prefixes and suffixes
Sample- Base Words and Affixes
Reread (re- = again; “read again”)
Walking (-ing = present tense; “to walk right now”) |
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Can the student identify synonyms,
antonyms, and homophones? |
Help Me Decide
Have the student:
(a) match known words to words that have similar meanings, and
(b) match known words to words that have opposite meanings, and
(c) identify words that sound the same but have different meanings |
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| Can the student use context to identify the meaning of words that have several meanings? |
Help Me Decide
Have the student:
(a) identify a sentence from multiple choices that reflects the specific meaning of a word, and
(b) provide the meaning of a word based on the context |
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| Does the student independently use vocabulary words in various contexts (e.g., discussions, writing, retell) after they are introduced and taught directly? |
Help Me Decide
Have the student:
(a) provide opportunities for the student to use current vocabulary words in discussions, writings, and/or retells, and
(b) monitor the student’s writing and conversations for vocabulary words that have been introduced and taught |
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