1. 4.0 Content Area Literacy Strategies
Now we can tackle specific content area literacy strategies related to vocabulary and comprehension—this is Part 4 of our workshop.

2. Illustrated Program Examples
As a disclaimer, many of the examples and text we use in this course are from Read to Achieve, Comprehending Content Area Text, a program authored by Nancy Marchand-Martella and Ron Martella and published by SRA/McGraw-Hill.
(Marchand-Martella & Martella, 2010, SRA/McGraw-Hill Publishing).

3. Vocabulary Strategies
Explicit Vocabulary Routine
Target Word (“Write it”)
Apply Decoding Strategy (“Decode it”)
Define Word (“Define it”)
Extend Learning (“Extend it”)
Vocabulary strategies such as using an explicit routine for teaching vocabulary, context clues, bold and highlighted words, and how to decode tough words using multisyllabic word reading strategies were ranked highly as needing to be taught on our survey. We will use an explicit vocabulary routine that includes four steps; we add easy student wording to help students remember what to do. These steps include: (1) Target Word (or “Write It”); (2) Apply Decoding Strategy (or “Decode It”); (3) Define Word (or “Define It”); and (4) Extend Learning (or “Extend It”). We will model the use of the explicit vocabulary routine and, of course, utilize a graphic organizer for maximum effect.
Now, you might assume students know these skills. They can look up words they don’t know. However, remember the work of John Wooden—he first taught his players how to put on their socks and shoes. He did not assume anything. Having one’s socks and shoes on correctly is a necessary precursor to successful playing. Vocabulary knowledge is a necessary skill for enhanced comprehension!

4. Look for Icons
When you see this icon, you know this section relates to learning about the skill. Modeling/guided practice will be done.
When you see this icon, you know this section relates to think, pair, share. It will be your turn to practice using your own materials. Think involves thinking about what you want to do and jotting down some notes, pair has you talk about it with a partner, and share has you discuss with the entire group as time permits.
[read slide] I will circulate through the audience, stopping to provide feedback on what you are doing. Our intent is for you to leave the workshop with your own examples.

5. Explicit Vocabulary Routine
Graphic Organizer
The explicit vocabulary routine graphic organizer can be printed on paper or the headings can be written along the top of a notebook or vocabulary log. The four steps of the routine [read each column heading] include: Write It, Decode It, Define It, and Extend It. You can have as many rows as can fit on the page being sure to leave plenty of space for students to write responses. We show four rows here. This graphic organizer should be used when students are reading their science and social studies textbooks or other assigned readings.

6. 1. “Write It”
Targeted vocabulary words are noted in section/chapter/unit or
are teacher selected (e.g., 6-12 words). Have students write targeted words.
The first step of the explicit vocabulary routine is to “Write It.” Oftentimes, important vocabulary words are noted as important by the textbook publisher. As you can see in this social studies textbook example, key terms are noted at the beginning of the chapter or unit. [point to blue box on left with key terms noted under heading As You Read] These terms may also be noted at the end of the chapter or unit as vocabulary questions. I’ll show you an example of that on the next slide using a science textbook example. Most chapters target between 6-12 words; these words can be written in the first column of the graphic organizer under “Write It.” Students should be directed to write these words in their vocabulary log, being mindful to spell them correctly. You can display the words on a document camera or write them on the board in a vocabulary log “template.” This particular publisher bolds and highlights these key terms in the text as well. [point out words history and prehistory] If you do not use a textbook, use a textbook that does not include these aids, or use only journal articles or readings, you will need to target 6-12 key words that represent the “big ideas” of the reading.
(Source: Read to Achieve, SRA/McGraw-Hill, 2010).

7. 1. “Write It”
Targeted vocabulary words are noted in section/chapter/unit or
are teacher selected (e.g., 6-12 words). Have students write targeted words. 
In this science textbook example, you’ll see similar features—again targeted vocabulary terms are noted at the beginning of the chapter. [point to key terms, read the word autotroph] At the end of the chapter, in the lesson assessment, many of the questions relate to vocabulary knowledge. [point to red arrow and read this part] You might see such questions as “define. What is a stimulus? What is homeostasis?” [point to #4 under Review on Lesson Assessment] Again have students write the targeted words in their vocabulary log, being sure to spell them correctly. Check for vocabulary log accuracy or completeness on a regular basis; you can also have students pair up and check each other’s work and provide feedback to one another at the end of the week.
(Source: Read to Achieve, SRA/McGraw-Hill, 2010).

8. Explicit Vocabulary Routine
Graphic Organizer
Please complete workbook page XXXX as I fill in an example word. For step 1, show students how to write a word under “Write It.” Also point out that this word came from their chapter and where they can find these words (at beginning or end of chapter or noted as bold and highlighted words, for example). They will write these words from their chapters at the start of each week, for example.

9. 2. “Decode It” en/vi/ron/men/tal
Have students follow the steps for decoding tough multipart words.
After students write the targeted vocabulary words, they should learn to “decode them.” Many of these targeted words are multisyllabic in nature; they are typically tougher words to read. Thus, we recommend a four step decoding strategy to allow students to decode these multipart words. [point to steps and read them]. I’ll show you how to use these strategy steps with the word “environmental.” [read step 1 and show how to do it with the word environmental; continue with all other steps, showing how to do them with example word] Knowledge of sounds, particularly the vowels (a e I o u y) is a critical prerequisite to success use of the decoding multipart words strategy. Review phonics sounds as a “refresher.”
en/vi/ron/men/tal
(Source: Read to Achieve, SRA/McGraw-Hill, 2010.

10. 2. “Decode It”
Have students follow the steps for decoding tough multipart words.
Another way to decode a word is illustrated; it was developed by Anita Archer and colleagues as part of the REWARDS program [point to steps and read them]. I’ll show you how to use these strategy steps with the word “reconstruction.” [read step 1 and show how to do it with the word reconstruction; continue with all other steps, showing how to do them with example word] Knowledge of sounds and sound combinations, particularly the vowels (a e I o u y) is a critical prerequisite to success use of the decoding multipart words strategy. If your students struggle with this skill and read on a third grade reading level, I highly recommend the REWARDS program published by Sopris Learning. You should review phonics sounds as a “refresher” to ensure your students can then use this skill within larger, multisyllabic words.
(Source: REWARDS, Sopris Learning, 2014).

11. (Source: Engelmann, Hanner, & Johnson, 2008).
This list of sounds from the Corrective Reading program published by SRA/McGraw-Hill may be a good refresher for students; be sure to emphasize the vowel sounds. [you can model the sounds for participants and then have them repeat as time permits; discuss troublesome sounds as necessary] You can also place these sounds on flashcards for continued review. This guide is found in your workbook on page XXXXX.
(Source: Engelmann, Hanner, & Johnson, 2008).

12. Explicit Vocabulary Routine
Graphic Organizer
Please complete workbook page XXXX as I fill in an example decoded word. For step 2, show students how to apply the four steps to decode the word, being sure to explain to students what you are doing as you are completing the steps.

13. 3. “Define It”
Have students write the definitions based on the context (reading sentence
with word and sentences before/after targeted word) or
from glossary/dictionary.
The third step of the explicit vocabulary routine is to “Define It.” More current science and social studies textbooks bold and highlight words and then infuse definitions either BEFORE or AFTER the word to assist in student understanding. For example, the word history has a definition that follows it [point to word and definition] whereas prehistory has a definition that precedes it. [point to definition and word] Explain to students how the context can help figure out what words mean. You read the sentence containing the word and look for the definition there. If it is not there or is only partially there, reading what comes before and after the word may be helpful in finding the definition or other important details to complete a full definition of the word. If this does not help in defining the word, many textbooks have a glossary. [point to glossary] You should review glossary use with your students and practice having students look up and define words using only this resource. Finally, if the word is not defined in the text or glossary, you will need to review dictionary use (either print or web based). [point to dictionary definition of environment] Again, having students practice using these resources is critical to their future ability to actually use these skills when you are not around.
(Source: Read to Achieve, SRA/McGraw-Hill, 2010;

14. 3. “Define It”
Have students write the definitions based on the context (reading sentence
with word and sentences before/after targeted word) or from glossary
or dictionary.  
In this example from a science textbook, students have to read more sentences before and after the words [point to red arrow on left—autotrophs and heterotrophs] to determine what they mean. Again, tell students they can always check the glossary if they cannot find the definition or they can use it to check their understanding. Have students write the definition under the
(Source: Read to Achieve, SRA/McGraw-Hill, 2010;

15. Explicit Vocabulary Routine
Graphic Organizer
Please complete workbook page XXXX as I fill in an example definition. So, for step 3, show students how to write the definition of the word under “Define It.”

16. 4. “Extend It”
Have students put word in a sentence, give an example/nonexample, and/or draw a picture to show their understanding; vocabulary logs and flash cards work great.
The fourth step of the explicit vocabulary routine is to “Extend It.” Explain to students that this is their chance to make a unique connection with the word to help them remember what it means. Thus, they can write a sentence that shows their understanding, develop an example of what it is and a nonexample of what it is not, being sure to carefully label both, and/or draw a picture to solidify understanding.

17. Explicit Vocabulary Routine
Graphic Organizer
Please complete workbook page XXXX as I fill in an example for extend it So, for step 4, show students how to extend their knowledge of the word under “Extend It.” Be sure to write a sentence and draw a simple picture. You may also choose to write an example and a nonexample. [point to sentence/picture and example/nonexample] Note that a word covers one row only so the example/nonexample would be in the box in place of or in addition to the sentence and picture.

18. Another great strategy to use in a science or social studies classroom is to develop vocabulary cards. 3 x 5 or larger index cards are needed for this activity; you may also choose to use a recipe card file to store the cards. The Write It step would involve writing the word on one side of the card. On the back of the card, three vertical lines should be drawn, dividing the card into three equal parts. The word can be decoded, defined, and extended as was previously described. The nice aspect of vocabulary cards is that they are a built in study tool—you see the word and come up with its definition or sentence or see a definition and come up with the word.

19. autotroph au/to/troph
auto means self and troph means feeding—makes its own food
A plant is an autotroph because it makes its own food through photosynthesis.
Decode It
Define It
Extend It
Please complete workbook page XXXX as I read each part of the index card. [read slide with example]

20. Explicit Vocabulary Routine Script
1.Introduce word. Pair up students and assign numbers (ones and twos). Write bartering on board/display word. Here’s a new vocabulary word. bartering. What word? (bartering) Write definition on board/display definition. Bartering means directly trading goods and services between people without the use of money. What does bartering mean? (directly trading goods and services between people without the use of money). What’s the vocabulary word that means directly trading goods and services between people without the use of money? (bartering) Prompt students to write word, decode word, and define word on vocabulary log/vocabulary card. Have ones check twos and twos check ones. Assist students as necessary.
Dissect definition and discuss (3 parts): Let’s dissect the definition. (a) directly trading goods and services—what does that mean? Discuss with students. (b) between people—what does that mean? Discuss with students. (c) without the use of money—what does that mean? Discuss with students. Again, Bartering means directly trading goods and services between people without the use of money. What does bartering mean? (directly trading goods and services between people without the use of money).
In addition to targeting words from textbooks, you may also target important grade- or content-specific words necessary for understanding other text that is read. These may be words targeted as important for spending more time on given their importance in grade-specific content or assessments. We recommend a four-part routine for teaching vocabulary words as a full-class activity; this activity includes transposing the word—called a vocabulary “flip flop.” We provide an example using bartering, a word targeted for social studies by the Dept. of Education in Michigan. [read through #1; ask participants to play “students” and respond where asked] Three additional steps follow.
(Sources: Archer & Hughes, 2011; Carnine, Silbert, Kame’enui, & Tarver, 2010; vocabulary definition adapted from Michigan Department of Education, glossary of social studies terms by Todorov).

21. 2. Present examples. Emma traded making her friend dinner in return for help on her homework. This is an example of _______. (bartering) Let’s dissect the definition; what is (a) directly trading goods and services?, (b) between people?, and (c) without the use of money? Discuss with students.
Dominic told Jake he would wash Jake’s car if he drove Dominic to school for a week. Jake agreed. This is an example of _______. (bartering) Let’s dissect the definition; what is (a) directly trading goods and services?, (b) between people?, and (c) without the use of money? Discuss with students.
Remember, bartering means directly trading goods and services between people without the use of money. What does bartering mean? (directly trading goods and services between people without the use of money). What’s the vocabulary word that means directly trading goods and services between people without the use of money? (bartering)
[read through #2]
(Sources: Archer & Hughes, 2011; Carnine, Silbert, Kame’enui, & Tarver, 2010; vocabulary definition adapted from Michigan Department of Education, glossary of social studies terms by Todorov).

22. 3. Present examples/nonexamples (up to six)
3. Present examples/nonexamples (up to six). Use thumbs up/thumbs down, yes/no cards, etc. for randomly presented examples/nonexamples. Directions: When I say “show me,” hold up a yes or no card/use a thumbs up or thumbs down.
Tom said he would pay Alison $10 for washing his car. Is this an example of bartering? [add think time] Show me. [Students hold up a “no” card or “thumbs down.”] Ones, tell twos why this is not an example of bartering; remember to dissect the definition. Have students briefly discuss then call on a student(s).
Julie said she would clean her brother’s room if he cleaned up the dinner dishes for a week; he agreed. Is this an example of bartering? [add think time] Show me. [Students hold up a “yes” card or “thumbs up.”] Twos, tell ones why this is an example of bartering; remember to dissect the definition. Have students briefly discuss then call on a student(s).
[read through #3—it ends on the next slide]
(Sources: Archer & Hughes, 2011; Carnine, Silbert, Kame’enui, & Tarver, 2010; vocabulary definition
adapted from Michigan Department of Education, glossary of social studies terms by Todorov).

23. 4. Extend learning. Have students extend learning by writing a sentence/drawing a picture on their vocabulary log/vocabulary notecard. Have students develop an example and nonexample of bartering and share with their partners. Tell them to be prepared to dissect the information and defend their answers. Have students find appropriate synonyms (e.g., trading) for the word using reference materials such as a thesaurus. Call on student pairs to share with the class as time permits.
[read through last example and #4]
(Sources: Archer & Hughes, 2011; Carnine, Silbert, Kame’enui, & Tarver, 2010; vocabulary definition adapted from Michigan Department of Education, glossary of social studies terms by Todorov).

24. Explicit Vocabulary Routine
Graphic Organizer
Please complete workbook page XXXX for the word barter in row 2, beneath the word autotroph that you just completed. The same graphic organizer used previously should be used here as well. [read information on slide]

25. bartering bar/ter/ing
bartering means directly trading goods and services between people without the use of money
I traded cleaning my neighbor’s barn in return for riding her horse for the afternoon.
Decode It
Define It
Extend It
Please complete workbook page XXXX for the word barter on the index card. The same vocabulary card routine noted above should be used here as well. [read information on slide]

26. Activity
Notice we moved from “an owl” or teacher-directed stage to “think pair share.” [point to graphic in the top left corner] This is your opportunity to try the skills you learned on your own. It’s your turn to think about a word you want to teach from your own materials. You can pair up with a fellow teacher if you’d like. Complete the steps of the workbook found on page XXXXX. You will also complete the graphic organizers found on page XXXXX and XXXX of your workbook. [show next slides] I will ask for some volunteers to share what they did. I will circulate in the room to provide feedback. Please raise your hand if you have any questions. Think about where you might add dissection of the definition for maximum effectiveness.

27. Explicit Vocabulary Routine Graphic Organizer
Activity
Complete the first row using your example
Explicit Vocabulary Routine Graphic Organizer

28. Explicit Vocabulary Routine Index Card
Activity
Complete the vocabulary card using your example
Explicit Vocabulary Routine Index Card