3rd-grade lesson plan implementing the 7 steps for pre-teaching vocabulary by Calderon and Slakk (2018): 1) Students repeat word 3xs; 2) Teacher says the word and reads the sentence exactly as it is in the text; 3) Teacher gives dictionary definition; 4) Teacher gives student-friendly definition/example; 5) Teacher highlights one feature of the word- that it is polysemous, cognate, tense, prefix, root word, etc.; 6) In pairs, students ping-pong 5-6 uses of the word in a provided sentence frame (most important step); 7) Teacher assigns opportunity for students to practice the new words in writing, reading, exit tickets.

A 3rd-grade lesson plan implementing the 8 phases of explicit instruction for writing by Calderon and Slakk (2018): 1) Pre-teach the most important vocabulary; 2) Use a Mentor text for reading before writing; 3) Present the text structure to use; 4) Model it (Model each phase of the writing process); 5) Memorize it (Ensure that students memorize the language and steps of the strategy); 6) Support it (Scaffold according to student need); 7) Ample use of student interaction (Collaborate and cooperative writing strategies with other students); and 8) Differentiated assessment

This simple, straightforward lesson is designed to help beginning English language learners practice common expressions related to shopping.

In this lesson from Expeditionary Learning, students will ask and answer questions about My Librarian Is a Camel by Margariet Ruurs. They will learn how to effectively participate in conversations with peers and adults. Students will engage in Think-Pair-Share and Carousel protocols to begin addressing details they see in photographs. This will help guide them as they draw details from exemplar texts. This is Lesson 1 of 11 from the unit Grade 3 Curriculum Map Unit 1, Module 1: http://engageny.org/resource/grade-3-ela-module-1-unit-1 .

This article describes the processes of making inferences and using context clues to define unknown words. Links to web sites and articles provide background knowledge and instruction for teachers and students.

This resource provides a lesson designed to provide students the opportunity to read, analyze, reflect through writing using the text There Will Come Soft Rains by Ray Bradbury.

Students will be the definition of vocabulary experts as they use the skills they learn in this lesson to track, define, and ultimately master unfamiliar words.

This video shows primary students using an Interactive Word Wall, a protocol, with words related to the unit of study (both domain specific and academic vocabulary). Students manipulate the words as they discuss relationships among the words and ideas. There are many ways to use an Interactive Word Wall; this video shows students doing concept mapping. First, the teacher restates the guiding question "How does a spider use its body to survive?" She has students pantomime to review key ideas and vocabulary. She then reviews with students the purpose of concept mapping: to articulate how the words are related to each other. Next, students work in small groups, manipulating vocabulary cards and symbols (e.g., arrows, equals) that help convey the relationships. The teacher circulates to check for understanding, clarifying misconceptions, and push student thinking. The teacher ends the class with students reviewing other groups' concepts maps to give specific feedback on what they thought was strong.

This resource includes a lesson that assists learners with acquiring a better understanding of key vocabulary terms based on the Common Core curriculum. Alternatively, the lesson provides a model for introducing vocabulary to students using methods that are aligned to the Common Core.

This article explains how hands-on science activity can support vocabulary development and links to two books and six web sites that provide more information.

This issue of the free online magazine, Beyond Penguins and Polar Bears, explores how elementary teachers can move from a study of the weather at home to the weather of the polar regions through hands-on activity, reading, and discussion.

This resource contains a lesson plan for assisting students with a culminating activity during a reading of Romeo and Juliet. Students are tasked with reading a critical essay independently. Afterwards, students are required to draw evidence from the essay, other readings, discussions and any other applicable materials used for a study of the play. The lesson may be used as a guide and may be manipulated to include resources that were aligned by the instructor. The resource contains applicable handouts to include: worksheets and graphic organizers.