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Gwinnett County Public Schools

Vocabulary

Frequent Use Strategy

The Vocabulary strategy focuses on explicitly teaching the key academic vocabulary and skills that students must understand to effectively use rich, discipline specific content language in context.

When using Vocabulary, the teacher will purposefully identify and model the essential vocabulary and language that are characteristic of the content area. Teachers will make connections to students’ background knowledge. Students will practice learning and using vocabulary within context. Students will engage in active and meaningful use of key vocabulary in a variety of learning activities, including paired interaction, instructional conversations, classroom discussions, and relevant writing tasks. Students will actively practice using vocabulary in multiple contexts in both oral and written communication.

Vocabulary is not taught in isolation, but it is most effective when it is purposefully and actively embedded within the context of the learning.

References

Look Fors

The Teacher will…

  • purposefully select & explicitly teach key academic vocabulary in context, using non- verbal representations & modeling.
  • make connections to students’ background knowledge.
  • design opportunities for students to practice new vocabulary in multiple ways.

The Students will…

  • engage in active & meaningful use of key vocabulary in a variety of learning activities, including paired interaction, instructional conversations, classroom discussions, & relevant writing tasks.
  • actively practice using vocabulary in multiple contexts of oral & written communication.

 

Model Lessons

Physical and Chemical Changes

Students will annotate an article, identifying what they think are chemical and physical changes; collaboratively discuss visuals related to chemical and physical changes to determine which does not belong and why then transfer their clarified thinking to a written response.

Shifting Sounds - Doppler Effect

Students will identify vocabulary from a text and develop visuals that represent the meaning of the terms which will be used by collaborative groups to review and help them form a definition. Students will complete a PEOE protocol and self-evaluation of their learning.

Videos

Math ES 1195-1

In this video, the teacher models how to analyze a pattern to extend. The teacher provides the opportunity to share their thinking on patterns.

Math ES 1196-2

In this video, the teacher explicitly models the math concept through a think aloud using manipulatives. The students are then provided time in the teacher-led small group to apply their skills. Additionally, the teacher embeds an opportunity for students to assess their learning.

Math ES 1199-1

In this video, the teacher and students engaged in discussion to make meaning of key vocabulary.

Math MS 1219-2

In this video, the teacher purposefully selects key vocabulary in context and makes connections to students’ background prior to breaking out into small group tasks.

Math MS 1219-4

In this video, the teacher and students are engage in instructional discussion on vocabulary to make connections to students’ background knowledge.

All QPTS Tools

For any questions with this guide or its content, please call Instructional Support at (678) 301-6804.