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1. We were able to use a variety of strategies to increase engagement. (frayer, word triangle and concept definition map)
2. We were able to include a variety best practices including- multiple exposures to vocab, active engagement that goes beyond definitional knowledge, as well as using technology to support or increase learning.

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This will be done at the end of our first quarter PLTW unit on light and sound. The students will be working in groups of 4-5 on a tier 2 word that was assigned to them. They will complete a graphic organizer that consists of: word, what it means, a picture, a sentence using the word, and why it is important to know that word. Once the organizer is completed they will each create a popplet on their ipads and share it as a team with the rest of the class.

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We really looked at the Apply Best Practices section. We worked to make sure our activities went beyond just direct instruction, but incorporated repetition and active engagement. We also are using multiple strategies in the Mix It Up section.

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This will be used for our ELA unit on asking questions. The students will create a vocabulary book that will consist of a half piece of paper  with 3 boxes. The student will fill out the tier 2 word, then think of a synonym and then use the word in a sentence.  They will repeat definition map for each tier 2 word. The student will keep the "vocabulary book" so that they can refer back to.

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During our PLTW module 2 we will have the kids take pictures of examples of force and motion and then write a definition onto their collage.

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We plan to use chatterpix with the kids when defining our tier 2 words with our PLTW module 1. The kids will take a picture of themselves and then record the definition of a variety of words introduced in the books we read aloud during the lessons.

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We plan to use an electronic version of the "Frayer" vocabulary plan, which involves dissecting a vocabulary word (i.e., atrocious), requiring students to generate examples, non-examples, etc.
We have also mapped a plan for integrating grammar into our vocabulary instruction. Students will be diagramming sentences as a part of their writing.

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Working with vocab words possibility: Teaching 8-10 words during the week through out all subject areas. We will put them on a word wall or our white board throughout the week. At the end of the week, students can choose activities from a Vocabulary Choice Words to reinforce and use those words.

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Students will have a journal with different word spokes to fill out throughout the year. It will be a combination between direct instruction within our content areas and having students find related words within their independent reading. (i.e., the word varies/variation in our science units will be directly instructed and the part "vari" will be the middle of our spoke).

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We like having the link and we like the mix it up part.  It's nice to have a quick reference for strategies to use.

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The 1st column is identifying the unknown words, the 2nd column is using clues from the text, and the 3rd column is predicted meaning. Students can used the dictionary to determine if their predictions were accurate.

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Matching vocabulary used in a sentence to a correct definition. The vocabulary sentence would be projected for students to read and refer to visually to find clues.

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We found the "Select words" section helpful. It gave descriptions of the tiered words... which made it easier for us to place the words we pulled from our unit.

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For our Government unit, we plan to use the Word Triangle for the word GOVERNMENT. We plan on using the Frayer Model for the word CITIZEN. We also plan on using the Word Spoke for the word LANDMARKS (we will tweak this strategy some though).