Contextualized Vocabulary - Method for Independently Read Text

This lesson is based on research based methods developed by Isabel Beck.  This is a way to develop in - depth knowledge of word meanings while students independently pre-selected text.  This activity is perfect for grade 2 and up.  This can be used with the whole class, small group or pairs.

This can be used to develop student’s knowledge of 3 - 5 pre-selected target words.   

The components of independently reading are the following:

1. Before Reading the Selection - Introduce the meanings of the target words.
2. Introduce the first target word.
1. Read and pronounce the word - Write the word on the board and have the students read and pronounce it.  I sometimes type the word and project it onto the smartboard so that I can refer to it at a later date.
2. Give student friendly explanation - Explain the word’s meaning in everyday language that is clear and accessible to students.
3. Provide a different context - To ensure a clear and explicit concept of the word, develop a sentence with scaffolded questions.  Use the target word in a context that is similar but different from the story context.
4. Engage actively with the word - Provide playful opportunities for students to interact with the word and process its meaning.
1. Questions - Ask questions that require students to apply the target word’s meaning.
2. Finish the idea - Sentence starters require students to use and apply the meaning of a target word in a different context.  Start a sentence and have the students think of an ending.
3. Have you ever…? - The students describe their own experiences using the target words.
3. Repeat with the other target words.
4. Read the selection - Students read the text independently, silently or aloud.
5. After reading the selection - Provide instructional activities that get students actively involved in using and thinking about the words.
1. Discussion prompts - Use story contexts as a basis for discussing word meanings with students.
2. Examples and nonexamples - Have students differentiate between two descriptions, one is an example of the target word and one is a non-example.
3. Juxtapositions - Challenge students to answer a yes or no question containing two juxtaposed target words.
4. Choices - Making choices enables students to apply the meaning of a target word.  Name situations and if the situation is an example of the target word they say “Wow” and if it isn’t they don’t say anything.
5. Missing words - Read and discuss cloze sentences and agree on how to complete each one.
6. True/False - Allow students to respond to true - false statements.
7. Word associations - Ask students to associate one of the words with a sentence or phrase.
6. Assess word knowledge - Give students a quiz at the end of the week.
7. Extend word use beyond the classroom.  Developing an in - depth, extensive, and permanent understanding of new vocabulary comes from multiple exposures in more than one context.  I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings.   Vocabulary by Being a Teacher | Teachers Pay Teachers