August 29, 2018
By Caitlin Hardeman

EL Support Lesson

Repeated Words and Phrases

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This lesson can be used as a pre-lesson for the Determining ImportanceLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for the Determining ImportanceLesson plan.

Students will be able to pick out important information in a nonfiction text.


Students will be able to recount key ideas in nonfiction text with repeated words and phrases using a graphic organizer.

(2 minutes)
  • Write the word ImportantOn the board and ask students to discuss its meaning with a partner.
  • Explain that something is important when it has great meaning or value. Ask students to discuss what is important to them, and share things that are important to you. For example, "Spending time with my family is important to me."
  • Share the student-friendly language objective and have the students repeat it aloud. Tell the class that they will be looking for words that are used many times by the author in order to figure out the important ideas in the text.
(10 minutes)
  • Introduce the tiered vocabulary words by showing the Vocabulary Cards. Read the word and definition aloud, and explain the image on each card.
  • Give each student a copy of the Glossary, and have them label the last column with Examples. Instruct them to work with a partner to come up with an example of each tiered vocabulary word that will help them remember the definition.
  • Scramble the partnerships and have each partner share the examples they wrote on their Glossary. Provide a sentence stem for students to use, such as "An example of this word is __."

There is no Sentence Level Focus for this lesson.

(15 minutes)
  • Display and give each student a copy of the worksheet entitled Identifying Key Ideas with Repeated Words and Phrases. Tell them that they will read two passages and pick out the repeated words and phrases. Then, they will complete a sentence stem to create a sentence about the key idea of the passage.
  • Guide students through the first passage and graphic organizer by reading aloud the passage. Think aloud about words and phrases that are repeated, and circle them in the passage. Then model how to complete the graphic organizer by recording repeated words and phrases, and then creating a sentence about the key idea.
  • Invite the class to choral read the second passage, and put students into partnerships. Have them discuss the repeated words and phrases and complete the graphic organizer.
  • Combine two sets of partnerships and instruct the small group to discuss their graphic organizers. Allow them to make any adjustments to their answers before discussing as a class.
  • Call on nonvolunteers to share information and record their answers on a teacher copy of the worksheet.


  • Allow access to reference materials in home language (L1).
  • Pair students with supportive peers or more advanced ELs.
  • Have learners repeat instructions and key vocabulary to the teacher.


  • Allow learners to utilize glossaries and dictionaries for unfamiliar words.
  • Choose advanced ELs to share their ideas first in group and class discussions.
  • Have learners repeat instructions and key vocabulary, summarizing important information for the class.
(8 minutes)
  • Give each student a copy of the Graphic Organizer Template: Frayer Model worksheet and have them complete it for the key term Key idea.
(5 minutes)
  • Call on volunteers to share information from their Graphic Organizer Template: Frayer Model worksheets, and confirm and provide feedback as needed.
  • Explain to students that we can determine the important information in a text by paying attention to the repeated words and phrases. If an author wants you to know certain information, the author will often repeat the information throughout the text. It is up to us as readers to pay attention to it.

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