Academic Vocabulary Routines
Alternatives to Domain Specific Vocabulary Instruction
Pronounce
Guide the students in correctly pronouncing the word. Engage all students in saying the word. During instruction, use the word often and expect students to use the new word in speaking and writing.
Explain
Use language familiar to the students and provide a clear meaning of the word. If possible, provide a synonym or known phrase to solidify the connection between the new vocabulary term and student’s prior knowledge.
Provide Examples
Should be drawn from a variety of contexts, not only the one used in the reading or lesson. Students will usually need at least two or three examples of a new term to firmly grasp the meaning.
Elaborate
Provide learners an opportunity to elaborate word meanings by generating their own additional examples and nonlinguistic representations (include dramatic re-enactments).
Assess
Incorporate more opportunities for informal vocabulary assessment into the instructional process. This could be conversational and/or in the form of short quizzes, activities, or instructional "checks" like "exit tickets." Vocabulary assessment should also be part of larger summative assessments of content, where students are expected to write and interact using their new words.
Information adapted from Robert Marzano's Building Academic Vocabulary
Mike Fisher - www.digigogy.com