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CALIFORNIA VOCABULARY FORUM

Join California educators in Pasadena for a transformative conference focused on vocabulary development and its critical role in reading comprehension. Led by experts, including Dr. Natalie Woods Andrews and Dana Eagen, this event emphasizes the latest research supporting effective literacy strategies. Attendees will explore best practices, discuss the reciprocal relationship between vocabulary and comprehension, and learn how to enhance oral language skills. Discover engaging and meaningful approaches to vocabulary instruction that can be integrated into preschool and beyond, fostering a deeper understanding of language in young learners.

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CALIFORNIA VOCABULARY FORUM

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  1. CALIFORNIA VOCABULARY FORUM Teaching California’s Next Generation of Readers January 24 - 25, 2005 Pasadena, California Natalie Woods Andrews, Ed.D. & Dana Eagen Sacramento County Office of Education

  2. Conference Focus & Goals • Role vocabulary plays in overall literacy instruction • Share knowledge of current research that supports successful strategies • Highlight best practices and research • Provide statewide outreach to increase local knowledge of the research

  3. Marilyn Jager Adams Isabel Beck Joanne F. Carlisle Anne E. Cunningham Claude Goldenberg Elfrieda Hiebert Edward J. Kame’enui Michael L. Kamil P. David Pearson Catherine Snow Christopher J. Lonigan Researchers

  4. Common Themes • Vocabulary development and reading comprehension are reciprocal processes • Oral language development is critical to supporting vocabulary development and reading comprehension • Although some unfamiliar words are learned through explicit instruction, 90% of the words children learn are through incidental encounters

  5. Common Themes (continued) • Word learning is incremental and cumulative • Word learning should be meaningful, repetitious, and integrated throughout multiple contexts • Word learning should be lively, engaging, and lead to deeper levels of “knowing a word” • Wide reading builds vocabulary

  6. Common Themes (Continued) • Words identified for direct, explicit instruction must be selected intentionally • Teachers must model, scaffold, and provide guided practice for oral language and vocabulary development • For older students, teach word learning strategies that include use of roots and affixes and cognates

  7. Implications For Preschool • Oral Language Development: The foundation for building vocabulary • Syntactic Knowledge: Modeling is the key • Listening Comprehension: The foundation for text comprehension

  8. Implications For Preschool(Continued) • Read Alouds and Scaffolded Learning • Shared Reading With Big Books - Large Group • Dialogic Reading and Text Talk - Small Group • Phonological Sensitivity • Alphabet Knowledge • Print Knowledge

  9. Next Steps • Professional Learning Opportunities • Statewide Focus Through Regional Networks • Resources

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