Strategy Implementation Report #1: 7 Steps

Name: _____ Date: ____________ Grade Level: _____4__

How does this strategy connect my content and language objectives? How does this strategy facilitate my students’ ability to access the
content? How does this strategy facilitate my students’ ability to comprehend the mentor text, build essential knowledge, or produce oral
or written discourse connected to the content objective? How does this strategy provide comprehensible input for my students?

Lesson Sequence: Content Objective:

This should be a bulleted list that includes
one or more SEI strategies
Emily's Quills: A Story about Confidence and Self-Love

Teach 2 new words using 7 step process.

Students will analyze the message the story conveys of the importance of cooperation, student
Set purpose for reading. self-esteem, and confidence.
Students will demonstrate an understanding of new words through the 7-step strategy.
Read the story together.

Answer story questions together

Have students complete sentence frames.
Language Objective: Language Objectives should be directly linked to the language skills students
will need to be successful in achieving the content objective.
Students will be able to explain in writing how the character changes from the beginning to the
end of a story with friends' help using provided sentence frames.
Language Objective Differentiation for Proficiency Levels:

Students will make predictions about the text content using precise verbs in the first person.

Targeted Tiered VocabularyP0F1P from Mentor Text or Source

1
 Strategy Implementation Report #1: 7 Steps

Tier 2 & Tier 3 words should be integrated into student product/assessment.

Tier 1 words
Basic words most children know in their
primary language: may include connectors or
compounds
Tier 2 words
Essential to comprehension: i.e., process &
transition, specificity, sophistication
polysemy, transitional terms, idioms, clusters,
cognates…
Tier 3 words
Low frequency, content specific, typically
found in a glossary in the back of a text

Caught Suggested Unconscious

Compete Volunteered
Confidence Yelping
Dashed
Swooped
Leaped

Script for Implementing 7 Steps to Better Vocabulary

This is a pre-reading/pre-teaching vocabulary strategy to aide students in comprehending the target mentor text.
There should be 100% participation on all steps.
Steps 1-7 must be completed in order and during the same session.
Step 6 should be timed for 1 minute, Ping Pong style. (E.g. students should be taking turns using the word in a sentence.)
Step 7 is the accountability step. Remind students that they will be using the words as they summarize orally what they read, as they discuss
what they read, and later in their writing. There should be no writing in the pre-teaching of vocabulary during 7 steps.
Before implementing, the teacher will:
 preview the mentor text, tier the vocabulary and choose the words to pre-teach.
 choose 3-5 words taken directly from the mentor text.
 have the dictionary definitions ready to go.
 have sentence starters/stems/frames ready for Step 6 as needed.
 Strategy Implementation Report #1: 7 Steps

Word 1

Steps Word:__Compete _ Tier: _2_

Why you picked it:
It is essential to know the word and its meaning as it relates to the events of the story.

1. Teacher says the word. Students repeat 3 1. In today's reading we will learn about the word compete. Say it with me, compete,
times. students say it 2 more times.

2. Teacher states the word in context from the 2. “After that they were all tired and didn’t want to compete anymore.”
mentor text.

3. Teacher provides the dictionary 3. Compete means:

definition(s). Strive to gain or win something by defeating or establishing superiority over others who are
trying to do the same.

4. Explains meaning with student-friendly 4. Compete means: That someone is trying to win.
definitions.

5. Highlights features of the word: 5. Compete is a verb

polysemous, cognate, tense, prefixes, etc.

6. Engages students in activities to develop 7. Now turn and talk with the person next to you and try to use the word in a
word/concept knowledge. The 1 Minute sentence with the help of the sentence frames.
TTYP (Turn to Your Partner) & use the word
5-6 times in complete thoughts or
sentences, ping pong style. Ping pong style
 Strategy Implementation Report #1: 7 Steps

turn taking in the exchange so that no one

partner dominates and 50% of students are
speaking at any one time, using the term in
a meaningful way. Once in a while,
teachers can check in by asking, “Who
wants to tell me what your partner said?”
8. Teacher reminds and explains to students of 7. I want you to remember the meaning when you see it in the text.
how new words will be used. There is NO
writing by students at this time. This is
where the teacher explains that students
should use this word in their homework,
classwork, reading summaries, etc.
 Strategy Implementation Report #1: 7 Steps

Word 2

Steps Word:___ Confidence ___ Tier: __2__

Why you picked it:
It is essential to know the word and its meaning as it relates to the events of the story.

1. Teacher says the word. Students repeat 3 1. In today's reading we will learn about confidence. Say it with me, confidence, students
times. say it 2 more times.

2. Teacher states the word in context from the 2. “Emily never felt so happy.”
mentor text.

3. Teacher provides the dictionary 3. Confidence means: The feeling or belief that one can rely on someone or something; firm
definition(s). trust.

4. Explains meaning with student-friendly 4. Confidence means: Feeling sure of yourself and your abilities
definitions.

5. Highlights features of the word: 5. Confidence is a noun.

polysemous, cognate, tense, prefixes, etc.

6. Engages students in activities to develop 6. Now turn and talk with the person next to you and try to use the word in a sentence with
word/concept knowledge. The 1 Minute the help of the sentence frames.
TTYP (Turn to Your Partner) & use the word
5-6 times in complete thoughts or
sentences, ping pong style. Ping pong style
 Strategy Implementation Report #1: 7 Steps

turn taking in the exchange so that no one

partner dominates. Once in a while,
teachers can check in by asking, “Who
wants to tell me what your partner said?”
7. Teacher reminds and explains to students of 7. I want you to remember the meaning for tomorrow readings.
how new words will be used. There is NO
writing by students at this time. This is
where the teacher explains that students
should use this word in their homework,
classwork, reading summaries, etc.

Reflection on the strategy implementation:

Each response should be a short paragraph that includes sufficient details.
 Strategy Implementation Report #1: 7 Steps

How did this strategy help my ELs achieve the content and language objectives?
The 7-step approach helped my students understand new words that were new and unfamiliar to them. Students gained a stronger
comprehension of the new words previewing them before the reading. These terms might be used by the students as they discuss the book
during think-pair-share.

How did this strategy help the ELs in my classroom to produce academic language and discourse?

The 7-step strategy helped students produce academic language and discourse by introducing and reinforcing academic language explicitly.

To increase my ELs’ engagement and interaction, these are the things I would change the next time I try this strategy:

To increase my ELs' engagement and interaction, I would increase EL students’ English language production and peer interaction. I would do
this by shortening the length of the vocabulary.