Name:

Program:

Check the component: ___ Alphabetics ___Fluency _x_ Vocabulary ___Comprehension

Check the format: ___ Large group ___ Small group ___ Individual

How will the large or small group be formed?

How will you use students’ diagnostic reading assessment results?

Purpose: What key concept(s) or skill(s) will be taught?

Which words will your students learn and practice during the vocabulary lesson (or series of lessons)?

Materials: What published or teacher-made materials will be used?

List any forms (Knowledge Rating Scale, quadrant chart), resources, workbooks, or worksheet materials you will use in the vocabulary lesson (or series of lessons).

Explanation: How will the key concept(s) or skill(s) be explained to students? How will the teaching process be explained to students?

What will you tell students about the overall purpose of vocabulary instruction? How is vocabulary instruction related to the larger goal of improving reading comprehension (or getting a job, getting a GED, going to college)? What will you tell students about the process of vocabulary instruction? What will they be learning? What will they be doing? How will you support their learning and practice?

Modeling: What examples of the concept(s) or skill(s) will be modeled by the teacher? OR How will the teacher demonstrate the concept(s) or skill(s)?

What is the “I” step of your instruction? What will you do and say to model the words and their meanings? What will you do and say to model usage in context? What will students do during modeling?

Guided Practice: How will students practice using the new concept(s) or skill(s)? What will the teacher do during guided practice?

What is the “We” step of your instruction? What will students do with you to develop their understanding of the words, meanings, and usage? How many guided practice activities will you provide?

Application: How will students apply their understanding of the new concept(s) or skill(s)? How will their success be monitored?

What is the “You” step of your instruction? What will students do independently to demonstrate their acquired knowledge of the words? Will assignments be in class or out of class, or both? Will assignments involve writing? How will you know if students have mastered the words or if you need to re-teach?

STAR Institute II - Day 4, Handout 11 Page 2 of 2