SALTA 5th grade

Systematic Vocabulary Instruction Routine

Introduce the word

Teacher/Student Responsibilities T: The word is survive. What word? S: Survive. T: Let’s clap/tap “survive” into syllables. T & S: “sur” “vive”. T: How many syllables? S: 2 syllables T: Where’s the syllable break? S: In between sur · vive. T: When people or animals don’t die when things are really bad or dangerous, they survive. T & S : So when people or animals don’t die when things are really bad or dangerous, they survive .

1. Teacher writes/says the word. 2. Students repeat the word. 3. Multisyllabic breakdown

4. Teacher gives a student friendly

definition, incorporating synonyms as appropriate. 5. Students restate definition with teacher guidance. 6. Teacher identifies any prefixes, suffixes, base/root words, origin. Demonstrate use and context of the word (Scaffold for Demonstration) 7. Illustrate with examples/non-examples a) Concrete examples ( realia ) b) Visual representations — video, pictures, diagrams, etc. c) Physical gesture d) Verbal Examples 8. Sentence Frames with key words (other than target vocabulary) left blank, so students focus on comprehending examples and word meanings. (ex. If I had to survive cold weather, I would need ________.

Acquisition DOK 1

T: The prefix “sur” means over, above or more. The suffix “vive” means to live.

T: Look at people on this river. It is very dangerous. However, they don’t get hurt or die, they survive.

S: If I had to survive in cold weather, I would need to wear a warm coat, snow boots, gloves and a hat.

T: (Example) If whooping cranes had no food in the winter and all the food was buried in the snow, would they survive? Ones tell your partner why they wouldn’t survive. S1: The cranes wouldn’t survive because they n eed food. T: (Non-example) If there was an ample supply of food for the whooping crane would they survive. Twos tell your partner why they would survive. S2: The crane would survive because it has plenty of food and it needs food to survive.

Building Automaticity DOK 2

9. Check for students’ unde rstanding by discerning between examples and non- examples (repeat as necessary)

Apply the word in context

10. Deepen students’ understanding by applying the word in a new context a) Teacher asks a deep processing question

T: If a coyote was chasing a rabbit, what could the rabbit do to survive. S: (Student responses will vary, but should demonstrate their level of understanding via their answer)

b) Students responds via a quick write and/or orally with a partner or in a small group or whole group setting.

Application DOK 3