This is one approach to introduce vocabulary, as well as help students learn how to determine which words are relevant to a specific concept. The exercise is designed as a content area reading lesson comprised of activities to support student learning before, during, and after a reading assignment.

BEFORE READING

• Select six words that are relevant to the topic. The words may come from the reading selection or ones that will be used in the discussion of the reading.
• Select six words that are not relevant to the selection. For the first few times, use words that clearly do not apply to the main topic. Be more subtle as students become more adept at sifting out irrelevant concepts.
• List the twelve words in mixed order on the board, chart paper, overhead or on a handout.
• Introduce the topic of the reading assignment.
• Ask students to select words from the list they would expect to find in the reading assignment and might also apply to the topic of study. Define terms as needed. An example of an organizational chart is given where students may write down definitions.
• Discuss the word choices. Ask students to explain how the word applies to the topic and why it might be found in the reading. Include the words not selected in the discussion. Connect the words to events with which students are familiar.

DURING READING

• Write the page number from the reading where information about each relevant term is found. This may be entered on the organizational chart example, a note card, or place a self-stick note on the page.

AFTER READING

• Discuss the reading. Include information that confirms the predictions of which terms might be found in the reading.
• Encourage students to refer to the page numbers from the reading for help with the discussion. If definitions were entered on a chart, additional supporting information may be added at this time.

EXAMPLE

Give a basic overview of the Civil War. Discuss the preselected words. Clarify meanings. Decide whether or not the words apply to the subject of the Civil War.

On a chart students write whether or not a word/term might be expected to be found in a reading selection about the Civil War, and why.

While reading the text, students note the page numbers where information about the terms can be found. Additional details may be added to the chart.

After reading, discuss vocabulary and text. Support definitions and predictions with examples from the text. Refer to noted page numbers as needed.

Consider the learning styles of your students. Organizing information is an important learning tool. This is one way to chart the different parts of a lesson that occur before, during and after a reading assignment.

Denver Public Schools Secondary Education Literacy Tip #10

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