DLI 2nd Grade Guide

Systematic Vocabulary Routine- Math

Introduction Phase

Teacher/Student Responsibilities T: The word is polygon. What word? S: polygon T: Let’s clap/tap “polygon” into syllables. T & S: “pol” “y” “gon”. T: How many syllables? S: 3 syllables T: A closed plane figure with three or more sides that is made up of line segments that do not cross. T & S : A closed plane figure with three or more sides that is made up of line segments that do not cross is called a . T: The prefix “poly” means much or many. So a polygon has not just one side, but many sides. T: Look at the figures on this picture. This figure is a polygon because it is closed figure, it is made of line segments that do not cross. These figures are not polygons because they have curved lines, they are open, and some have crossed lines. T: (Example) Draw a polygon on the board? Ones tell your partner if this is a polygon and explain why or why not. S1: The figure is a polygon because it has line segments that are closed and they do not cross. T: (Non-example) Draw a figure that is not a polygon on the board. Twos tell your partner if this is a polygon and explain why or why not. S2: The figure is not a polygon because it is made of curved lines and it is also not closed.

1. Teacher writes/says the word. 2. Students repeat the word. 3. Multisyllabic breakdown

4. Teacher gives a student friendly definition, incorporating synonyms as appropriate. 5. Students restate definition with teacher guidance. 6. Teacher identifies any prefixes, suffixes, base/root words, origin, etc.

Acquisition DOK 1

Demonstration Phase

7. Illustrate with examples/non- examples

a) Concrete examples ( realia ) b) Visual representations—video, pictures, diagrams, etc. c) Physical gesture d) Verbal Examples 8. Sentence Frames with key words (other than target vocabulary) left blank, so students focus on comprehending examples and word meanings. (ex. A figure is a polygon if _________.) 9. Check for students’ understanding by discerning between examples and non- examples (repeat as necessary) Application Phase 9. Deepen students’ understanding by applying the word in a new context a) Teacher asks a deep processing question b) Students respond via a quick write and/or orally with a partner or in a small group or whole group setting.

Building Automaticity DOK 2

T: If I were to at the park looking for polygons, what would I see? S: (Student responses will vary, but should demonstrate their level of understanding via their answer)

Application DOK 3