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Instructional Strategy

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INSTRUCTIONAL STRATEGY

Mini Glossary

Grade:

K-2, 3-5, 6-8, 9-12

Type:

Acquire Vocabulary
/ Develop Language (MLL)
< 20

Minutes

When:

Before, during, and after reading

Materials:

Mini Glossary graphic organizer, whiteboard or display, writing utensil
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Description

Colorful letter cubes spelling "GLOSSARY" on teal background, surrounded by scattered alphabet cubes.
Credit
The Mini Glossary strategy develops vocabulary understanding before, during, and after reading. This method engages students in activating prior knowledge and interpreting and applying new vocabulary. It also enhances students’ text comprehension through structured interaction.
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Procedure

1
Provide blank copies of the Mini Glossary graphic organizer to students, and invite them to work independently or with a partner.
2
Ask students to list the vocabulary words for the lesson in the left column.
3
Ask students to write a definition of the word in the second column, using a Britannica online dictionary or other provided resources.
4
Guide students to the “Word Associations” section, where they can note related words or phrases that come to mind for each vocabulary word.
5
Ask students to write original sentences using each vocabulary word and record them in the fourth column.
6
Encourage students to draw an image representing the word’s meaning in the fifth column.
7
Invite students to share and discuss their word associations and drawings with a partner or in a small group.
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Differentiation

Word Banks: Provide lists of synonyms, antonyms, and related words to assist students in generating ideas independently for the “Word Associations” section. These resources ensure accessibility and aid in connecting with new vocabulary, promoting comprehension and retention.
Critical Thinking Challenges: Encourage students to analyze vocabulary words by researching their etymology, exploring origins, and discussing evolution or variations in meaning across different cultures or disciplines. This fosters analytical skills and a deeper linguistic appreciation, enhancing overall language competence.

Multilingual Learning Support

Beginning Proficiency: Include essential vocabulary language scaffolds for students by allowing definitions in both English and their home language, incorporating visual dictionaries, and encouraging the use of translation tools when needed. Support student engagement through preselected word associations and simplified sentence frames with concrete examples. This approach ensures students have access to meaning while building foundational English vocabulary skills through multimodal connections.
Intermediate Proficiency: Ensure balanced support between home language resources and English language development by providing bilingual dictionaries, structured sentence frames, and collaborative opportunities to discuss word meanings with peers. Include planned opportunities for students to make personal connections to words through familiar contexts and experiences. This helps systematically build students’ academic vocabulary while leveraging their developing linguistic skills.
Advanced Proficiency: Implement the strategy while providing targeted support for nuanced vocabulary understanding by exploring multiple word meanings, idiomatic expressions, and cross-linguistic connections. For younger students, focus on clear definitions and common usage examples. For older students, progress to more sophisticated applications including context clues, word origins, and semantic relationships. This developmental approach maintains academic rigor while supporting students’ vocabulary development across proficiency levels.
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Variations

Interactive Word Wall: Transform the Mini Glossary into a classroom word wall where students collectively contribute to a visual display of vocabulary. This collaborative approach can be expanded to include linguistic elements such as word parts, affixes, and origins, enriching vocabulary learning.
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