Oak Grove elementary teachers demonstrate explicit vocabulary strategies

Elementary teachers presented examples of classroom vocabulary instruction to the Oak Grove R‑VI Board of Education, describing routines they use to build word knowledge and strengthen students' reading comprehension.

Teachers Rachel Smith (third grade), Judy Thomas (third grade), Trisha Mann (fourth grade) and Heather Jones (fifth grade) explained a set of tiered strategies aligned with the district's k‑5 reading program and the science of reading. Smith described "vocabulary notebooks" and mini anchor charts that students can reference during independent practice. Thomas demonstrated a "hot seat" routine: one student sits in the front, is given a taught word, and peers give clues to elicit the correct term, which teachers use to reinforce listening, speaking and word ownership.

Mann and Jones outlined routines for building "rich vocabulary," including breaking words into morphemes and syllables, giving kid‑friendly definitions, using the words in multiple sentences, partner talk and then written sentences. Teachers noted that students often can paraphrase a concept but must be guided to put the specific academic word into speaking and writing. Presenters said these explicit, 10–20 minute lesson segments are integrated into tier 1 instruction and combined with targeted win‑time interventions for students who need additional support.

The district told the board that these strategies are being progress‑monitored and that improved vocabulary instruction should translate into gains in reading comprehension across content areas. The teachers also highlighted the social‑emotional benefits of presentation and partner work — increased confidence and classroom engagement. No formal board action was taken on the presentation.