Twelve-step teacher-led concept-diagram vocabulary lesson routine¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article specifies a 12-step instructional sequence for each vocabulary word: present a blank concept diagram, state and write the word, state and write the definition, then elicit and list characteristics always, sometimes, and never present, followed by examples and non-examples linked to the characteristics, answering questions and calling on all students an equal number of times. Procedural reliability of this routine was calculated to be 100%.

Design Implications¶

Context¶

Requirements¶

• A paraprofessional or observer checklist can verify the 12 steps and the 7 completed diagram sections
• Verbal praise and grades used as reinforcement; equal turn-taking tracked with tic marks

Constraints¶

• The routine was implemented by the teacher-researcher in resource language arts classes with students with LD; the article notes results may not generalize to all resource secondary classrooms

Target Learners¶

• middle school students with learning disabilities in resource classrooms

Target Learning Goals¶

• learning and discussing meanings of content-area vocabulary words

Related Strategies¶

• Explicit Vocabulary Instruction
• The Frayer Model

Examples¶

-

Key Sources¶

• Fore III, C., Boon, R. T., & Lowrie, K. (2007). Vocabulary Instruction for Middle School Students with Learning Disabilities: A Comparison of Two Instructional Models. Learning Disabilities: A Contemporary Journal, 5(2), 49-73. https://eric.ed.gov/?id=EJ797664