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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 a meaning for new vocabulary words |
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| Can the student determine the meaning of unfamiliar complex words when 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
Unfriendly (un- = not, "not friendly")
Hopeless (-less = without, "without hope") |
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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 from multiple choices the correct meaning of a word in context, and
(b) provide the meaning of a word based on the context
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| Can the student identify “shades of meaning” in related words (e.g., blaring, loud)? |
Help Me Decide
Have the student:
(a) rank words based on range of relative meaning
Sample- Shades of Meaning
cold---cool---lukewarm---warm---hot |
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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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