- Introduce the word: write the word in a colored marker on the chart.
- Say the word: have students repeat saying the word in multiple ways. For example, say it to the ceiling, say it to the floor, say it to your partner, whisper the word. You can example to them that saying the word multiple times (60-80 times, says scientists) helps the word stick in your brain.
- Heard/not heard: ask the students who have heard this word to raise their hand, label this under the word. Then ask students who has not heard this word (hopefully they will be honest at first, but you can remind them to be!), jot that down.
- Parts of speech: label and explain the parts of speech (My example is a little tricky because I'm teaching them parts of speech) .
- Make predictions: students will turn and talk and/or put their heads together within their group to come up with a prediction of the word. If you are GLAD trained, and doing a full GLAD unit, you would have a ton of chants (poems about the subject your teaching) around the room for students to hopefully look for the words in while they are discussing with partners. If you don't have these resources, that's okay too!
- Transcribe predictions: choose a few students, or groups, and transcribe their prediction word for word on the chart, write their name near it.
- Re-read the predictions: as a group.
- Introduce a synonym: you should have come up with a synonym prior to the lesson beginning that works with the word, but doesn't give away the "final meaning" completely to students (you want them to figure out the final meaning during the day). Say the synonym.
- Introduce a TPR: Say the synonym and do the TPR at the same time, making a connection between the two. For plural nouns, I might say "Plural Nouns.... Multiples" and make a fist with my hands and move them around to show more than one.
- Practice together: you, the teacher, will say the new word you introduced. Students will repeat the word, say the synonym and do the action. Anytime you say the word, they should automatically go through the process.
- Continue practice during the day: this new word has officially become your word of the day. During transitions, when you need their attention, or you just want to have a refresher, you will do the practice together, going through the whole process of saying the word, synonym and doing the movement.
- Students talk: before giving the final meaning, you have them turn and talk about what they think the final meaning is. No need to jot down any of their responses, just listen in on the conversations.
- Final meaning: in kid friendly language, explain and write what the final meaning is. You want to draw and explain your drawing of the word while you are doing it, labeling if necessary.
- Teacher example: you will first give an example of the correct way to use the word in a sentence. For plural noun, I might say, "A plural noun means more than one pencils in a drawer."
- Student practice together: students will turn and talk with their groups/partners, and come up together with a sentence that uses the word correctly. Give them enough time to do this, walking around and checking in with students who might be struggling.
- Students share sentences orally: You will choose a handful of students to share their sentences orally. They can earn points for getting their sentences too, but that's up to your classroom management style.
- Check it off: Once students partners/groups have shared their oral sentences, you check it off to signify that we successful completed a word in our CCD.
Now that you completed one whole word (remember it took you two days to get through it), your going to begin your next vocabulary word by beginning the process over steps 1-3. Each day you will begin by finishing the word the day before, and starting the process for your new word.
As you first begin, it's going to take some time to get through the entire lesson. But once your students and you understand the whole system a little better, the time will fly by. I would set aside maybe 30-35 minutes when you first begin, but then you will be able to drop it down to 15-20 minutes each day.
Now that you've got through the chart a few times. Students can have their own personal CCD to add words they find throughout their day to their own chart. Their process is going to be a little different. Students will determine how to chunk the learning of the new word, and they determine the TPR. You can decide if you want students to work as groups, partners or individually. The personal CCD can easily be used in guided reading groups while they are doing their instruction reading with you. There are multiple ways to use the personal CCD with students to continue their vocabulary growth.