RESEARCH BEHIND THE STRATEGIES

1. RESEARCH BEHIND THE STRATEGIES Franklin County Staff Development January - 2012 Reading Strategies April Norris

2. Goals of this session: • Present research to support the need for academic vocabulary instruction • Discuss research based strategies, activities, and games to reinforce learning • Provide clear descriptions of the stages in which vocabulary development occurs and give examples of how educators can ensure meeting needs of each stage • Facilitate activities in which you will be engaged in learning stations to better understand the learner objectives

3. RESEARCH behind the STRATEGIES: Research states that many students in our schools do not understand what they are reading…or trying to read. By focusing of reading skills and instruction time spent on each, researchers are offering insight on methods to improve reading difficulties. Researchers have spent a great deal of time and effort pointing out the fact that VOCABULARY is a major component in reading that we must address. (Graves & Fitzgerald, 2009)

4. As parents, we teach our children to talk, by immersing them in opportunities and experiences with oral language. The same must be true with vocabulary development. Language/Vocabulary development mustprogress in the same way! 4 TYPES OF VOCABULARY • Listening – the words we need to know to understand what we hear • Speaking – the words we use when we speak • Reading – the words we need to know to understand what we read • Writing – the words we use in writing TO TEACH ACADEMIC VOCABULARY EFFECTIVELY, WE MUST TEACH ALL 4 TYPES! (Elkins, 2010)

5. THE MATTHEW EFFECT

6. What the research is saying… • First graders from higher socio-economic groups have a vocabulary that is twice as large as children the same age from lower socio-economic group. • High performing 3rd graders have the same level of vocabulary knowledge as low performing 12th graders! • Learning vocabulary words occurs best through reading and should be taught in smallCHUNKS. • Out every 100 unfamiliar words read only 5 to 15 will be retained. (Beck, McKeon,Kucan, 2005)

7. This is not new information… • Since 1944 researchers have known there has been a connection between teaching vocabulary and success in mathematics! In the other content areas as well, vocabulary development has… • Improved student comprehension • Strengthened awareness of concepts • Broadened range and accuracy in writing • Developed more effective communication skills • Provided students with deeper understanding and ownership of words (Allen, 1999)

8. What can we do? • Take time to teachacademic vocabulary. It is worth your effort. • Use the academic vocabulary words in your questions. • Use the vocabulary games/activities often. • Connect reading to writing through use of the vocabulary words and word walls. • Read aloud & think aloud using academic vocabulary as often as possible.

9. SUGGESTED ACTIVITIES: • Read books, poems, or other print aloud to class and discuss academic vocabulary. • Speak the academic vocabulary frequently when discussing content with students and especially when ASKING QUESTIONS! • Have students keep a VOCABULARYNOTEBOOK of terms. (Marzano, 2004)

10. SUGGESTIONS CONTINUED • Expose students to academic vocabulary numerous times to ensure understanding. • Implement games/activities like • TWISTER • GUESSTURES • QUIZ, QUIZ, TRADE • TABOO WORDS GAME • MEMORY MATCH • GRAPHIC ORGANIZERS • FOLDABLES *SEE HANDOUTS IN PACKET (Marzano, 2004)

11. After this session you should… • Understand why it is necessary that you teach academic vocabulary with lessons & a variety of activities • Be equipped with a wealth of research based games, activities, & strategies as well as an understanding of how to implement them within your classroom • Be aware of the 4 stages of vocabulary development and understand that progression through these stages occurs when you provide opportunities for student to listen, speak, read, and then write the vocabulary