Explicit Vocabulary Instruction

Four-Part Vocabulary Plan Lesson

Selected Text
Front Desk by Kelly Yang – Chapter 2

Tier 2 Words Tier 3 Words

Boulevard Excitedly Savoring
Chuckled Quarters Luggage
Extended

5 Focal Vocabulary Words

Savoring, chuckled, quarters (context clues), luggage (context clues), extended (context clues)

CCSS.ELA-LITERACY.RL.4.4
Determine the meaning of words and phrases as they are used
Standard(s) in a text, including those that allude to significant characters
found in mythology (e.g., Herculean).

The students will be able to:

 Identify unfamiliar words while listening to the teacher,
or other students, read out loud.
Objective(s)
 Develop an understanding of unfamiliar words by using
context clues, research, and group discussion.

Descriptions of how
aspects of the Four-
Progression of Activities (include teacher talk)
Part Vocabulary are
included
T explains activity & purpose - Fostering
Today, we will be continuing to read word
our book, “Front Desk”. We will be consciousness:
reading chapter 2. Today, we are Students will
going to be focusing on unfamiliar write down
words, or words we might not know unfamiliar
I Do (Opening) the meaning of. We want to learn new words.
words so that we can better
understand the books that we read.
While we are reading, you will write
down unfamiliar words on a piece of
paper. I will also be writing down
words.
We Do (Core) Teacher reads the first couple - Explicitly
paragraphs of chapter 2. teach
 Explicit Vocabulary Instruction
Four-Part Vocabulary Plan Lesson
Did anyone find any words that they individual
were unfamiliar with? words: go into
Students will come up to board and depth of each
write unfamiliar words. vocabulary
Teacher, or student volunteers, will word
read the rest of the chapter.
Now that we are done with the
chapter, were there any unfamiliar
words that you found?
Students will write words on board
again. Teacher will then share their
list.
Here are the words that I put on my
list: Savoring, chuckled, quarters,
luggage, extended.
Students will circle those words on
the board (if they are up there) or
they will write the teacher’s words on
the board.
Since we are going to focus on these
five words, lets go back to the book
and see if we can come up with a
definition for the words based on
context clues. Remember context clues
are the words before or after an
unfamiliar word that might lead us to
better understand that word.
Let’s start with the word, quarters.
What are some definitions of the word
‘quarter’ that you already know?

In the book it says, “Just behind the

front office were the manager’s
quarters, where Mr. Yao led us next.
There was a living room with a bed in
it.”
Based on these two sentences from
the book, what do you infer the word
quarters means?
This was an example of an inference
context clue. Remember, there are 5
different types of context clues that
can be found in a text. Be on the look
out for all types of context clues.
 Explicit Vocabulary Instruction
Four-Part Vocabulary Plan Lesson
The students will then participate in
group discussion and make educated
guesses as to what they think the
vocabulary word means and then
give support as to why they think
that.
Continue this process with the
remainder of words. If there are not
context clues, teacher can guide them
and give a student friendly version and
allow them to research the word –
using a dictionary or the internet.

Students will take a blank sheet of - Provide varied

paper is fold it into thirds. The first language
section will be the vocabulary words, experience:
the second section will be for a The students
definition, and the third section will be are drawing
for a sentence or a picture. pictures and
You will draw five lines across your writing
three sections of paper. Each word will sentences to
get its own row. You will write the help them
word in the first section. In the middle know and
You Do (Closing)
section, you are going to write down a remember the
definition for each word. In the last definition of
section, you will either write your own the vocabulary
sentence using these words or your words.
can draw a picture if that will help you
remember the words.
The students will then get into
partners and share their definitions,
sentences, or pictures with each
other.