Rigorous Vocabulary Protocol

3-Week Cycle
Choosing Vocabulary:
There is not a particularly correct way to choosing vocabulary, but every week students should be learning a list of words. For elementary, this may come
from word families, or current reading material. For middle school, this may come from Greek & Latin Root families, content specific terminology, etc.
For high school, lists may come from SAT/ ACT/ or AP listsvocabulary can come from just about anywhere!
List Length:
Depending on the length of time you have every day with your students, you may choose to teach anywhere between 5 to 10 words every week.
True Mastery:
Students who have mastered new terms and vocabulary can not only tell you the meaning in their own words, but use the word in their verbal and written
communication. Avoid having students memorize definitions that they cant apply outside the classroom. In order for students to internalize new
language they need consistent and rigorous exposure to that language on a daily basis.
Vocabulary Journals:
Students should keep a notebook with the weeks list, definitions, and parts of speech, as well as any activities and tests related to the vocabulary. Prior
words are always far game for including on any test in the future. Have students keep all of these things in a notebook dedicated to vocabulary only. This
way they can access it through out the year.

NEW VOCABULARY: Week 1 and Week 2

DAY
MON

IN-CLASS ACTIVITY
Intro new wordshave students copy
words, definitions, and part of speech
in a Vocabulary Journal/Notebook
Option 1: present definitions and part of
speech via PowerPoint
Option 2: Have students look up definitions
and part of speech in the dictionarymake
sure students write definitions in their own
words.
------------------------------------------------------Word: benevolent
Student Product Example:
benevolent= (adj.) a word describing
someone or something that is caring and
giving

HOMEWORK
In your Vocab. Journal: Use each
word correctly in a sentence, be
sure to include a context clue that
demonstrates you know what the
word means.

---------------------------------------------Word: benevolent
Student Product Example:
My mom is a benevolent person
because she always helps me with my
homework.
Student Product Non-Example:

NOTES TO THE TEACHER

Definitions should not contain any words
the student cannot provide synonyms for.

Part of speech is critical for students to

identifythis will help reinforce parts of
speech (often forgotten from one year to
the next), and it will help teachers steer
students toward correct usage. ELLs will
often use nouns as verbs etc.

Misusage Example Due To Part of

Speech Confusion:
I benevolent my friends because they are
important to me.

Its important in this circumstance to

Student Product Non-Example:

benevolent= (adj.) manifesting a desire to do
good

I am benevolent.

enforce the fact that the word is an

adjective, thus needs to describe a noun
(person, place, or thing).

TUE

WED

Teacher checks for HW completion

Students partner to check and revise

sentences for correct usage of vocabulary
word, punctuation and spelling.

Teacher chooses one sentence to spotcheck for correct usage of vocabulary

word, and spelling/punctuation of
sentence. This should be worth 0-5 points
based on successful completion of use of
vocabulary word, and
spelling/punctuation of sentence.

Make flashcards to begin studying

for Weekly Test
Revise sentences for word usage,
spelling, and punctuation.

Students complete flashcards

Study for 20-30 minutes

(to hold students accountable for

study time, send home a Study
Log, in which students must
document time spent studying
and obtain a parent signature)

Students complete a crossword (clues

should be fill-in-the-blank sentences w/
context clues) and word search handout.

Consistent reinforcement of part of

speech can help students self-correct
misusage of word in the future.
It isnt important at this stage to spend
your evening correcting sentences
youll just end up rewriting them all.
Give students the chance to practice selfcorrection and peer-editing by having
them edit and revise their own sentences.
Spot-checking only one word ensures
that students are trying to use their
words correctly in the homework. It also
saves you from correcting every sentence
which students will likely not utilize to
correct their misunderstanding.
Giving students a crossword with fill-inthe-blank clues sets them up for success
on the test (you can use the same
sentences, or ones like it for the test).
Word searches help students internalize
correct spelling of the words, by having
them mentally repeat the spelling in
order to find the word.

Resource for making puzzles:

http://puzzlemaker.discoveryeducation.com/
THUR

Teacher administers Quizzle orally

Part 1: In their Vocabulary Journal, students

write and spell each word correctly, as the
teacher states it.
Part 2: Teacher states the definition of the
word and a letter, which students use to match
the word to the definition.
Switch papers, correct, students use to

Students study using flashcards for

30 minutesget Study Log
signed.

Conducting a spelling and match-em

Quizzle orally, helps students identify
words they need to study, as well as
builds listening skills. PLUS the teacher
doesnt have to make Xerox handouts.

FRI

WEEK
2

identify what and how much they need to

study.
Test Day:
Part 1: Word to definition match
Part 2: Fill-in-the-blankthese can be the
same sentences used in the crossword.
Spelling should COUNT, especially since the
words are printed for reference in the match
section.
Part 3: Any words from previous tests in the
year are re-tested.

REPEAT ABOVE PROCESS

None

REPEAT ABOVE PROCESS

When correcting the test, DO NOT write

in correct answers.
Review test scores and answers on
Monday and have students make
corrections to their own tests.
Have students save tests, crosswords, and
any other vocab. work to study for repeat
words on future tests.
Grading Suggestion: Matching should
be worth 1 point; Fill in the Blank
should be worth 2 points:
1 (using the correct word)
+1 (spelling the word correctly)
Week 2 should repeat the same cycle with
a NEW word list.

Review Vocabulary: Week 3

DAY
MON

IN-CLASS ACTIVITY
Teacher provides review list to students
Option 1: Choose key words from Week 1
and Week 2 that students need to master.
Option 2: Use ALL of the words from Week 1
and Week 2
Review the format/expectations for the
review test (different from initial test).

HOMEWORK
In your Vocab. Journal: Use each
word correctly in a sentence. This
sentence MUST BE DIFFERENT
from the one you wrote in Week 1
or 2. Be sure to include a context
clue that demonstrates you know
what the word means.

NOTES TO THE TEACHER

You can choose words that students need
more practice on, based on previous test
scores. Or you can re-test on all the
words since the Review test will be more
difficult.

TUE

Teacher checks for HW completion

Revise sentences for word usage,

spelling, and punctuation.

Students partner to check and revise

sentences for correct usage of vocabulary
word, punctuation and spelling.

Have each student (or pick volunteers) to

read a sentence they arent sure about.
Using small whiteboards/ chalkboards/
scrap paper have students write out

Study 30 minuteslog your time

in your Study Log.

WED

This follows the same format as the 2

weeks before.
Make sure students have generated NEW
sentences that are more complex.

Avoid being overly negative in this

activitythe idea is that we are all

THUR

FRI

sentences with assigned vocab. words in

them.
Example: Write a sentence using the
vocabulary words benevolent and
malevolent. Both words must be used in
the sentence.
Give students time to write, then tell them
to Show it! Students should hold up the
sentenceteacher checks quickly for
correct usages, punctuation, and spelling.
Ask students to revise incorrect work.
Teacher administers Quizzle orally
Part 1: In their Vocabulary Journal, students
write and spell each word correctly, as the
teacher states it.
Part 2: Teacher reads a sentence with a blank
in it and tells student a letter they should use
to match the correct word to the sentence.
Switch papers, correct, students use to
identify what and how much they need to
study.
Test Day:
Part 1: Student identifies correctly spelled
word from a series of 4 words (3 should be
common misspellings).
Part 2: Use each word correctly in a sentence
spelling and punctuation of the entire
sentence should count.

learning how to use these words and its

okay to make mistakes. Nows the time to
make errors so everyone does well on the
test.

Study 30 minuteslog your time

in your Study Log.

None

Part Example:
Letter A. Write the letter A next to the word
that correctly completes the sentence: The
Joker is a ____________ and evil villain in
the Batman comics. (Repeat the letter and
the sentence).

Grading Suggestion: Identifying the

correctly spelled word should be worth 1
point. Using each word correctly in a
sentence should be worth 5 points each:
1 (using vocab. word correctly)
+1 (spelling vocab. word correctly)
+1 (correct punctuation of sentence)
+1 (correct spelling of non-vocab. words)
+1 (correct grammar of sentence)