Presented by Andrea Ruiz
Before getting started…
 Please close out all other programs
 Please have handy the handout that was emailed to you “Reading Plus Approach:
The Rule of 3”
 Participation certificates will be sent to
those who actively participate
 You will be called on to interact through
chat, polling, whiteboard and using
thumbs up or thumbs down
 Free feel to ask questions by sending them
through the chat box.
“My Mood”
When finished with this training
you will be able to:
 Name the top indicator of academic success/failure
 Identify the most effective strategies for teaching
 Apply the Rule of 3 into classroom instruction
 Analyze content to determine which words to target for
 Design a lesson following the RAP method
What do the researchers find?
Systematic vocabulary
teaching has been cited by
many studies as a Best
Practice for accelerating
academic achievement
across subject areas.
 Linda Ventriglia, Ph.D.
 12 year study
 1 major factor present
for each successful
Importance of Vocabulary Development
# 1 indicator
of academic failure and success?
Vocabulary knowledge
Higher vocabulary =
test scores
Lower vocabulary =
test scores
99.9% correlation!
How can we best teach our students
 Train students to ask
about unknown words
 Create word walls
What criteria do we use to set up our
word wall?
 A. Alphabetical order
 B. Part of Speech
 C. The order in which our students are
introduced to a word?
How can we best teach our students
 Teaching 15 new words
and 20 minutes a day is
ideal - no more.
 Write each new word in a
word book
How can we best teach our students
 Use pictures whenever possible
How can we best teach our students
 Bridge words to students
own language:
 Teach Latin and Greek
roots (75% of words)
Review: Best Practices…
Encourage students to ask about unfamiliar words
2. Create a Word Wall
3. Teach 15 words a day/20 minutes of instruction
4. Have students keep a word book
5. Use pictures whenever possible
6. Bridge words to students language (ex. Google Translate)
7. Teach Greek and Latin roots
Name as many Best Practices as you can in the
chat box now
Focus on Tier 2 words
Tier 2: These are the words to target for instruction
These words can be used by students across subject areas.
Examples: reached, transferred, prevented
*Multiple meaning words and idioms
Examples: steps, staple, check, table, “keep track”
(Focus on CASAS vocabulary)
------------------------------------------------------------------------------------Other Tiers
Tier 1: High frequency words: run, make, these, my, turn.
Cognates: family-familia, revolution-revolucion
Tier 3: Subject specific words and proper nouns:
Examples: Native Americans, photosynthesis, Pilgrims
Cognates: Can you think of more?
 history – historia
 hospitality – hospitalidad
 patience – paciencia
 decisive – decisivo
 temperature- temperatura
 liberty – libertad
Idioms: Can you think of more?
 A Bird In The Hand Is
 A Drop in the Bucket
Worth Two In The Bush
 Water Under The Bridge
 Riding shotgun
 Wear Your Heart On Your
 A Chip On Your Shoulder
 When It Rains, It Pours
 When Pigs Fly
 You will be reviewing a passage. As a group, you will
determine the Tier 2 words.
By last name:
Group 1: A-F
Group 3: N-R
Group 2: G-M
Group 4: S-Z
Can you find the Tier 2 words?
Martin Luther King wanted to end segregation. He did
not believe in the separation of white and black people. He
believed in the equality of all people .
Martin Luther King organized peaceful
demonstrations and civil rights marches in Atlanta, hoping
to gain equal rights for African Americans.
Martin’s dreams became a reality. African Americans
can vote and go to the same schools as white children; but he
did not live to see these things occur. In 1968 he was
Today, we celebrate Martin Luther King’s birthday on
January 15th as a national holiday.
Tier 2?
 equality
 demonstrations
 segregation
 African Americans
 separation
 assassinated
 organized
 celebrate
 peaceful
 birthday
RAP with your students!
 Student relates the word to
his/her own experiences ex:
 Spell and Say while snapping fingers
 Give the definition
 Ask students for definition / confirm or correct
 Present visuals that students can connect to words
 Match words to synonyms or definitions
Word Analysis
 Discuss grammar, parts
of speech, letter
patterns, root words,
prefixes and suffixes,
 Other forms
 Cloze exercises
 Word Map
P- Produce
 Create or find a picture for the word
 Demonstrate the word- (Mope)
 Use the word in conversation
 Construct a sentence with the word
 Think of a word or picture that clues
the learner to the meaning of the word
*words used in several subjects
*words with multiple meanings
Translate, pictures, Greek and Latin roots
Engage – RAP! Rehearse, Analyze, and Produce. Word walls,
word books, and interactions: Snap and Spell, visualizing, drawing
post any
you have
to the
chat box
Wrapping it up…
 I will send this slide deck out to you for reference
 Certificates of course completion
 Post-session survey: please share your thoughts on
today’s presentation and share how you have
implemented vocabulary instruction in your classroom
since this session
 Feel free to contact me at