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Vocabulary Implementation

Five Pillars of Reading Instruction. Phonemic AwarenessPhonicsComprehensionVocabularyFluency. First-grade children from higher-SES groups knew about twice as many words as lower SES childrenHigh school seniors near the top of their class knew about four times as many words as their lower-performing classmatesHigh-knowledge third graders had vocabularies about equal to lowest-performing 12th graders.

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Vocabulary Implementation

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    1. Vocabulary Implementation Materials Needed: One Vocabulary Complete Kit at each level being trained. Participants need to bring only their read aloud anthology and TG. If materials have not yet been shipped try to delay inservice Materials Needed: One Vocabulary Complete Kit at each level being trained. Participants need to bring only their read aloud anthology and TG. If materials have not yet been shipped try to delay inservice

    2. Five Pillars of Reading Instruction Phonemic Awareness Phonics Comprehension Vocabulary Fluency Explain that EOR was created in direct response to the National Reading Report identifying these five areas of reading instruction as vital to students success. Steck-Vaughn, realizing that many schools already have some of these areas already in place, created EOR to allow schools to easily fill gaps in their current program without replacing what they are already using. But all components could be used together with a guided reading library to create a strong core resource Customize here to the EOR components they have purchased and how the district intends to use them. (You need to learn this ahead of time from district contact.) Explain that EOR was created in direct response to the National Reading Report identifying these five areas of reading instruction as vital to students success. Steck-Vaughn, realizing that many schools already have some of these areas already in place, created EOR to allow schools to easily fill gaps in their current program without replacing what they are already using. But all components could be used together with a guided reading library to create a strong core resource Customize here to the EOR components they have purchased and how the district intends to use them. (You need to learn this ahead of time from district contact.)

    3. First-grade children from higher-SES groups knew about twice as many words as lower SES children High school seniors near the top of their class knew about four times as many words as their lower-performing classmates High-knowledge third graders had vocabularies about equal to lowest-performing 12th graders Why the push for vocabulary instruction? Large and rich vocabulary is hallmark of educated person. Vocabulary knowledge strongly related to school achievement. The more you know the more you learn: Nagy tells us that students need to acquire 3000 new words every year just to keep up with academic demand. Let along start to catch up. Discuss why this is particularly a challenge for our ELLs? TRANSITION: BUT we dont teach vocabulary for the sake of growing vocabulary. Vocabulary is critical for all areas of academic success. Large and rich vocabulary is hallmark of educated person. Vocabulary knowledge strongly related to school achievement. The more you know the more you learn: Nagy tells us that students need to acquire 3000 new words every year just to keep up with academic demand. Let along start to catch up. Discuss why this is particularly a challenge for our ELLs? TRANSITION: BUT we dont teach vocabulary for the sake of growing vocabulary. Vocabulary is critical for all areas of academic success.

    4. Three key themes emerged in the Comprehension Research 1. Reading comprehension is a complex cognitive process that cannot be understood without a clear description of the role that vocabulary development and vocabulary instruction play in the understanding of what has been read. NRP, 2000 especially comprehension. In the NRPs compilation of the research, Vocabulary was actually an outgrowth of the comprehension study. A good vocabulary is critical for good comprehension. especially comprehension. In the NRPs compilation of the research, Vocabulary was actually an outgrowth of the comprehension study. A good vocabulary is critical for good comprehension.

    5. Implications for Reading Instruction: (NRP, Comprehension subcommittee report, 2000) Vocabulary should be taught both directly and indirectly Repetition and multiple exposures to vocabulary items are important Learning in rich contexts is valuable for vocabulary learning. Vocabulary tasks should be restructured when necessary. Vocabulary learning should entail active engagement in learning tasks. Computer technology can be used to help teach vocabulary. Vocabulary can be acquired through incidental learning. How vocabulary is assessed and evaluated can have differential effects on instruction. Dependence on a single vocabulary instruction method will not result in optimal learning. Just background. May choose to highlight a few points or just skip. Just background. May choose to highlight a few points or just skip.

    6. Vocabulary There are two types of vocabulary oral and print. A reader who encounters a strange word in print can decode the word to speech. If it is in the readers oral vocabulary, the reader will be able to understand it. National Reading Panel, 2000 Please brun the crip jangar. The scientific research on vocabulary instruction reveals that (1) most vocabulary is learned indirectly, and (2) some vocabulary must be taught directly. Partnership for Reading, 2000 Point A: Explain the NRP identified these 2 kinds of vocabulary. Print is what we can read, or sight vocab, oral are words we know. Highlight the problem created when a word is encountered in print but not in a childs oral vocab. There is no link to meaning. You may want to show a sentence of made up words for adults to recognize what its like to be able to decode but not understand. (See slide) Point B: Then read point B explaining that the kids that fall at the low end of these stats are not developing vocabulary indirectly. Explain that we mostly develop vocabulary indirectly through being read to, engaged in conversation, and from wide reading. Explain that as discouraging as the previous stats are, Isabel Beck and Margaret McKeown who have done decades of research in the areas of vocabulary developmentPoint A: Explain the NRP identified these 2 kinds of vocabulary. Print is what we can read, or sight vocab, oral are words we know. Highlight the problem created when a word is encountered in print but not in a childs oral vocab. There is no link to meaning. You may want to show a sentence of made up words for adults to recognize what its like to be able to decode but not understand. (See slide) Point B: Then read point B explaining that the kids that fall at the low end of these stats are not developing vocabulary indirectly. Explain that we mostly develop vocabulary indirectly through being read to, engaged in conversation, and from wide reading. Explain that as discouraging as the previous stats are, Isabel Beck and Margaret McKeown who have done decades of research in the areas of vocabulary development

    7. Bringing Words to Life: Robust Vocabulary Instruction Beck, McKeown, Kucan, 2002 As we analyzed traditional vocabulary instruction, we concluded that it wasnt rich enough, interesting enough, or extensive enough to have a strong impact. So we developed vocabulary instruction that provided thoughtful interactive encounters with words, frequent practice with word meanings and their uses, and that prompted children to take the words they learned beyond the classroom. And wrote this book (read title) actually look at the bright side of this, because vocabulary instruction historically has not been direct enough, and if given a little more emphasis, they found we could begin to close that achievement gap even of ELLs. (Read for background knowledge of Beck an McKeowns research. ) And wrote this book (read title) actually look at the bright side of this, because vocabulary instruction historically has not been direct enough, and if given a little more emphasis, they found we could begin to close that achievement gap even of ELLs. (Read for background knowledge of Beck an McKeowns research. )

    8. Research Showed (Beck, McKeown, Kucan, 2002) Young childrens listening and speaking competence is in advance of their reading and writing competence. That is, they can understand much more sophisticated content presented in oral language than they can read independently. As children are developing their reading and writing competence, we need to take advantage of their listening and speaking competencies to enhance their vocabulary development. We certainly must not hold back adding vocabulary to childrens repertoires until their word recognition becomes adequate. Thus, a major source for identifying interesting words are the delightful trade books that are read to children. Pg. 48 Critical points: To close the achievement gap, we must beef up oral vocabulary in advance of reading vocabulary. A practice they found was hardly ever done in the mainstream classroom. Using our read aloud as the source of the words, something we already do! (You may choose to read this quote directly from the Bringing Words to Life book, or If using this slide you may choose to split text on 2 pages.)Critical points: To close the achievement gap, we must beef up oral vocabulary in advance of reading vocabulary. A practice they found was hardly ever done in the mainstream classroom. Using our read aloud as the source of the words, something we already do! (You may choose to read this quote directly from the Bringing Words to Life book, or If using this slide you may choose to split text on 2 pages.)

    9. Thus, Beck and McKeown created EOR vocabulary. They didnt feel strongly that teachers needed a program to do the read aloud part. But once words are introduced, research tells us that words need to be used by students in multiple contexts 7 10 times over the next few days to stick. That was the challenging part for teachers in their studies, and that is the huge benefit that EOR Vocabulary brings. Thus, Beck and McKeown created EOR vocabulary. They didnt feel strongly that teachers needed a program to do the read aloud part. But once words are introduced, research tells us that words need to be used by students in multiple contexts 7 10 times over the next few days to stick. That was the challenging part for teachers in their studies, and that is the huge benefit that EOR Vocabulary brings.

    10. The program is built around these researched best practices. So starting with rich literature, they choose robust vocabulary that is of high interest but also high utility. Research tells us if students dont have opportunity and reason to use new words 7-10 times shortly after it is first taught, they will lose it. So we provide explicit instruction in oral vocabulary, used in multiple contexts with lots of structured use and practice so students come to own those words. All materials needed to do this are provided at teachers fingertips in this tote box. The program is built around these researched best practices. So starting with rich literature, they choose robust vocabulary that is of high interest but also high utility. Research tells us if students dont have opportunity and reason to use new words 7-10 times shortly after it is first taught, they will lose it. So we provide explicit instruction in oral vocabulary, used in multiple contexts with lots of structured use and practice so students come to own those words. All materials needed to do this are provided at teachers fingertips in this tote box.

    11. 3 Tiers (Beck, McKeown, Kucan, 2002) Tier One Basic, High-frequency Tier Two High-frequency and utility for mature language users, but young students have vocabulary necessary to talk about the concepts Tier Three Low-frequency, usually content specific So from the rich literature they chose words to teach but not just any words. Describe tier one and three quickly and then explain the vocabulary targeted in their research was tier two. These are simply words that students most likely already have the concept of, and simplistic vocabulary to talk about the concept. So were just adding a new more interesting or precise word that they will be able to use, because they can already talk about the concept. So from the rich literature they chose words to teach but not just any words. Describe tier one and three quickly and then explain the vocabulary targeted in their research was tier two. These are simply words that students most likely already have the concept of, and simplistic vocabulary to talk about the concept. So were just adding a new more interesting or precise word that they will be able to use, because they can already talk about the concept.

    12. Tier Two Words Chose a read aloud from the anthology and read aloud a portion to teachers. Have them write on the chart any words from the story they think match the tier 2 criteria. After reading explain that to keep multiplying students vocabulary, we will also teach some words that are about the story. These are words that didnt actually appear in the story but represent concepts, themes, or ideas that would certainly come up in our conversations about the story. Have teachers work together to a. Share their words from the story and b. brainstorm a few words about the story that would be appropriate. Chose a read aloud from the anthology and read aloud a portion to teachers. Have them write on the chart any words from the story they think match the tier 2 criteria. After reading explain that to keep multiplying students vocabulary, we will also teach some words that are about the story. These are words that didnt actually appear in the story but represent concepts, themes, or ideas that would certainly come up in our conversations about the story. Have teachers work together to a. Share their words from the story and b. brainstorm a few words about the story that would be appropriate.

    13. Revisit slide to review that weve only done the first two points so far. Now over the rest of the week (any beyond) we need to follow up with the rest. Heres how they did it in their research that they found so successful. They had to provide explicit instruction that gets kids immediately using the word orally, in the context of the story, but then as quickly as possible seeing personal contexts where those words could be infused in their everyday language. (2nd 2 bullet points) Revisit slide to review that weve only done the first two points so far. Now over the rest of the week (any beyond) we need to follow up with the rest. Heres how they did it in their research that they found so successful. They had to provide explicit instruction that gets kids immediately using the word orally, in the context of the story, but then as quickly as possible seeing personal contexts where those words could be infused in their everyday language. (2nd 2 bullet points)

    14. Robust Vocabulary Instruction Provide student friendly explanations Use words in instructional (direct) contexts. Provide opportunities for students to interact with new word meaning. (Beck, McKeown, Kucan, 2002) So now we pick up with explicit oral instruction. First we provide a student friendly explanation. If you can, explain the weakness of definitions with some funny examples from Beck, McKeown, Kucan, 2002 pgs. 36-38. Give the student friendly explanations to 1 or 2 of the words from your read aloud. Then go to 2nd bullet explaining that now we need to get students interacting with the word quickly but memorably. Read the 2 instructional context items under the student friendly definitions you read to the group. Show slide 15 to have group see the context in which their resource will do this for them on the Vocabulary in Action page. ACTIVITY: Using slide 10 have group read the rest of the vocabulary items. If they have their own anthologies with them, have them chose a vocabulary in action page in their own grade. Their task is to notice what is the same and explain the common formula for creating the explanations and instructional context items. Give 5 minutes or so and then share discoveries whole group. Fill in the below info as needed. Every student friendly explanation includes how it was used in the story and then explains the meaning in simple terms kids can understand. The first instructional item usually gives an example and a non-example to give kids a 50/50 choice. The second usually involves some sort of total physical response, bringing in other learning styles (and critical comprehensible input for ELLs) ACTIVITY: Now have group write the 2 direct contexts for one of the words they chose and share. Revisit point number 3. : And last but certainly not least, now we need to keep it going so every student gets to that critical 7 10 uses. That was the hardest part for teachers and the reason why Beck and McKeown created this resource. So now we pick up with explicit oral instruction. First we provide a student friendly explanation. If you can, explain the weakness of definitions with some funny examples from Beck, McKeown, Kucan, 2002 pgs. 36-38. Give the student friendly explanations to 1 or 2 of the words from your read aloud. Then go to 2nd bullet explaining that now we need to get students interacting with the word quickly but memorably. Read the 2 instructional context items under the student friendly definitions you read to the group. Show slide 15 to have group see the context in which their resource will do this for them on the Vocabulary in Action page. ACTIVITY: Using slide 10 have group read the rest of the vocabulary items. If they have their own anthologies with them, have them chose a vocabulary in action page in their own grade. Their task is to notice what is the same and explain the common formula for creating the explanations and instructional context items. Give 5 minutes or so and then share discoveries whole group. Fill in the below info as needed. Every student friendly explanation includes how it was used in the story and then explains the meaning in simple terms kids can understand. The first instructional item usually gives an example and a non-example to give kids a 50/50 choice. The second usually involves some sort of total physical response, bringing in other learning styles (and critical comprehensible input for ELLs) ACTIVITY: Now have group write the 2 direct contexts for one of the words they chose and share. Revisit point number 3. : And last but certainly not least, now we need to keep it going so every student gets to that critical 7 10 uses. That was the hardest part for teachers and the reason why Beck and McKeown created this resource.

    16. So weve used the Read Aloud Anthology, given explicit instruction in the tier 2 words, and used in immediate contexts. But now we need the ample practice (that 7 10 meaningful uses over the next few days) in multiple contexts. Stress the importance of a multi-contextualized representation of a word. (one way to use vs. lots of ways to use which will provide longer lasting learning and greater chance students will find enough ways to use the word so they truly own it?) This was the biggest challenge of the teachers in Beck and McKeowns studies and why they created EOR vocabulary. So weve used the Read Aloud Anthology, given explicit instruction in the tier 2 words, and used in immediate contexts. But now we need the ample practice (that 7 10 meaningful uses over the next few days) in multiple contexts. Stress the importance of a multi-contextualized representation of a word. (one way to use vs. lots of ways to use which will provide longer lasting learning and greater chance students will find enough ways to use the word so they truly own it?) This was the biggest challenge of the teachers in Beck and McKeowns studies and why they created EOR vocabulary.

    17. Components: Vocabulary Convenient Tote Box includes: Read Aloud Anthology Teachers Guide 25 Student Books Word Watcher Chart Picture and Word Cards They found great ways to accomplish this in fun interactions with kids. They created EOR vocabulary to put all materials needed to do this in one place for teachers. Componets included are. Just read Show component box. Hopefully you have a real one to pull from. Explain that youve already been introduced to your Read Aloud anthology. Each grade level k-3 has a read aloud anthology with 24 stories with teaching notes, comprehension conversation prompts, and the vocabulary in action page. Teachers guide: Take the time here to do a walk through the TG stopping at. TOC (T3-T5) showing titles and words T6-T7 note from the authors to read later T10 main tenets as we referred to earlier w/ larger research bibliography on pg. T11. T13 Your 5 day plan for each story. Note comment at top Just 20 minutes (or less!) a day! No extra planning fits right into your Read Aloud Time Chart shows the 5 day pacing, but lets walk through in a little more detail and youll see how the rest of your resources (refer back to slide 11) fit in. Briefly glance at T14-T15 showing a better picture of everything in the box. Be sure to highlight the online assessment, professional development, and parent place. Lastly before doing 5 day plan, point out scope and sequence pgs. T24-27 showing that we will address comprehension, writing, and genre as well as vocabulary. And tab the alphabetical listing of words on pg. T 28. They found great ways to accomplish this in fun interactions with kids. They created EOR vocabulary to put all materials needed to do this in one place for teachers. Componets included are. Just read Show component box. Hopefully you have a real one to pull from. Explain that youve already been introduced to your Read Aloud anthology. Each grade level k-3 has a read aloud anthology with 24 stories with teaching notes, comprehension conversation prompts, and the vocabulary in action page. Teachers guide: Take the time here to do a walk through the TG stopping at. TOC (T3-T5) showing titles and words T6-T7 note from the authors to read later T10 main tenets as we referred to earlier w/ larger research bibliography on pg. T11. T13 Your 5 day plan for each story. Note comment at top Just 20 minutes (or less!) a day! No extra planning fits right into your Read Aloud Time Chart shows the 5 day pacing, but lets walk through in a little more detail and youll see how the rest of your resources (refer back to slide 11) fit in. Briefly glance at T14-T15 showing a better picture of everything in the box. Be sure to highlight the online assessment, professional development, and parent place. Lastly before doing 5 day plan, point out scope and sequence pgs. T24-27 showing that we will address comprehension, writing, and genre as well as vocabulary. And tab the alphabetical listing of words on pg. T 28.

    18. Show Day 1 on lesson plan. Have group turn to pg. 1 in their TG. Everyone will be looking at Words Are Like Faces, as each grade level will start with this familiar poem. Assure them that even though this selection is the same, and the structure of the lesson plan will be the same, which is our purpose right now, the words and instructional tasks increase over the years. (You may also need to ensure them that this is the only selection they all have in common.) Point out on pg. 1 the vocabulary list, standards, materials needed for the unit. Then the Read Aloud section refers them to the anthology to do the read aloud as we have already modeled. (Review to read aloud and do the vocabulary in action page.) Then return to the lesson plan showing that the last step of day one is to engage with the visual form of each word on the word card and add them to the word watcher chart. Explain that this encourages children to find purposes to use this word throughout the week and as a class we keep tally. Find the parent letter and read. (pg. 121 and 122) Research quote provided for teachers too so we are continually learning more about the why we are doing what we are doing. Show Day 1 on lesson plan. Have group turn to pg. 1 in their TG. Everyone will be looking at Words Are Like Faces, as each grade level will start with this familiar poem. Assure them that even though this selection is the same, and the structure of the lesson plan will be the same, which is our purpose right now, the words and instructional tasks increase over the years. (You may also need to ensure them that this is the only selection they all have in common.) Point out on pg. 1 the vocabulary list, standards, materials needed for the unit. Then the Read Aloud section refers them to the anthology to do the read aloud as we have already modeled. (Review to read aloud and do the vocabulary in action page.) Then return to the lesson plan showing that the last step of day one is to engage with the visual form of each word on the word card and add them to the word watcher chart. Explain that this encourages children to find purposes to use this word throughout the week and as a class we keep tally. Find the parent letter and read. (pg. 121 and 122) Research quote provided for teachers too so we are continually learning more about the why we are doing what we are doing.

    19. Slide 18 introduces the first part of day 2, Word Snapshots. Show the photo cards on slide 14 and remark at how they capture the essence of tier 2 words with a visual. Again helping our visual learners and providing great support for ELLs. Extra support for ELLs can be found in this part of the lesson plan. ACTIVITY: Same grade level groups. Put pile of cards in middle of table face up. Have group each guess what the picture is. The first person who said the correct word gets to keep the card. If no one got it right then return it to the bottom of the pile. Time 3-5 minutes then count cards to determine winner. ACTIVITY: Multi-grade level groups. Compare the activity done with the card on day 2 with other grade levels to get a sense of the variety of ways they can be used. Slide 18 introduces the first part of day 2, Word Snapshots. Show the photo cards on slide 14 and remark at how they capture the essence of tier 2 words with a visual. Again helping our visual learners and providing great support for ELLs. Extra support for ELLs can be found in this part of the lesson plan. ACTIVITY: Same grade level groups. Put pile of cards in middle of table face up. Have group each guess what the picture is. The first person who said the correct word gets to keep the card. If no one got it right then return it to the bottom of the pile. Time 3-5 minutes then count cards to determine winner. ACTIVITY: Multi-grade level groups. Compare the activity done with the card on day 2 with other grade levels to get a sense of the variety of ways they can be used.

    20. Vocabulary: Days 2 and 3 Complete Word Snapshot and Word Chat activities from the Teachers Guide to allow students to truly understand and use the vocabulary words in multiple contexts Interactive Student Book activity pages to provide ample practice using the words. Slide 19 shows day 2 lesson plan Review that we just did some activity with the picture cards. Then we end with further interaction with the words in the Interactive Work text. Emphasize that this is NOT a workbook, in that kids cannot do these activities independently. Remember this is oral vocabulary. The work text only provides another way to interact with the meanings of the words and the many contexts they can apply in a teacher led activity. Read the directions indicating that teachers do the activity in the text first, then use the discussion prompts in the TG to continue the word chats. Make the note here that the most important part in this phase of instruction is having kids talk about the words, and use them appropriately. The activities are designed to give the teacher the opportunity to follow up with why, how did you know, what makes that an example oftype questions which make them search for the all important personal connections to the words. Look at TG for Day 3. Note that its simply more word chat starters, but day three gets more open ended allowing for more personal connection with the words. Note the word challenge. Dont forget to be encouraging use of the words outside of vocabulary instruction and record on the word watcher chart. Slide 19 shows day 2 lesson plan Review that we just did some activity with the picture cards. Then we end with further interaction with the words in the Interactive Work text. Emphasize that this is NOT a workbook, in that kids cannot do these activities independently. Remember this is oral vocabulary. The work text only provides another way to interact with the meanings of the words and the many contexts they can apply in a teacher led activity. Read the directions indicating that teachers do the activity in the text first, then use the discussion prompts in the TG to continue the word chats. Make the note here that the most important part in this phase of instruction is having kids talk about the words, and use them appropriately. The activities are designed to give the teacher the opportunity to follow up with why, how did you know, what makes that an example oftype questions which make them search for the all important personal connections to the words. Look at TG for Day 3. Note that its simply more word chat starters, but day three gets more open ended allowing for more personal connection with the words. Note the word challenge. Dont forget to be encouraging use of the words outside of vocabulary instruction and record on the word watcher chart.

    21. Show graphic organizers on slide and refer to TG. Graphic organizers have been proven very beneficial in vocabulary instruction as it visually maps out liking new words to known concepts and contexts as our brain needs to do to acquire vocabulary. This can be done on the board, chart paper, but can be projected from a transparency. Find the graphic organizers in the back of the TG and suggest that teachers make a transparency of each one to use as suggested. They can also be copied for student use if they choose. Day 4 also incorporates writing prompts to further interact personally with new vocabulary. These can be done in many developmentally appropriate ways from verbally composing thoughts and then drawing a picture in K to a full story in grade 3. Show samples of grade K writing on next few slides. Show graphic organizers on slide and refer to TG. Graphic organizers have been proven very beneficial in vocabulary instruction as it visually maps out liking new words to known concepts and contexts as our brain needs to do to acquire vocabulary. This can be done on the board, chart paper, but can be projected from a transparency. Find the graphic organizers in the back of the TG and suggest that teachers make a transparency of each one to use as suggested. They can also be copied for student use if they choose. Day 4 also incorporates writing prompts to further interact personally with new vocabulary. These can be done in many developmentally appropriate ways from verbally composing thoughts and then drawing a picture in K to a full story in grade 3. Show samples of grade K writing on next few slides.

    24. Remind group that Word Choice is a trait of good writing. A writers source for word choice in writing is their bank of oral vocabulary. Remind group that Word Choice is a trait of good writing. A writers source for word choice in writing is their bank of oral vocabulary.

    25. View Day 5 Lesson Plan first: Oral review is a quick yes / no word chat. Answers can be recorded on thumbs up / thumbs down blm found on page 169 if you choose. Formal assessment given form work text. Cumulative review challenges students to merge this weeks learning with last weeks works. Dont skip this!!! Suggestion: Keep picture and word cards in a vocabulary center for further review, especially for those that showed need on the assessment. View Day 5 Lesson Plan first: Oral review is a quick yes / no word chat. Answers can be recorded on thumbs up / thumbs down blm found on page 169 if you choose. Formal assessment given form work text. Cumulative review challenges students to merge this weeks learning with last weeks works. Dont skip this!!! Suggestion: Keep picture and word cards in a vocabulary center for further review, especially for those that showed need on the assessment.

    26. No knowledge. General sense, such as knowing mendacious has a negative connotation. Narrow, context-bound knowledge, such as knowing a radiant bride is a beautiful happy one but unable to describe an individual in a different context as radiant. Having knowledge of a word but not being able to recall it readily enough to use it in appropriate situations. Rich, decontextualized knowledge of a words meaning and its relationship to other words, such as understanding someone devouring a book. Just background knowledge to impress upon teachers that the mult choice test is not our only means for assessment. Remember to be noting how they are using words in reading and writing as well. Just background knowledge to impress upon teachers that the mult choice test is not our only means for assessment. Remember to be noting how they are using words in reading and writing as well.

    27. Professional Development Training in Research-based methodology Organized self or group study CD Rom and web resources make preparation for group leader easy Four modules Briefly share that these PD modules are available for individual teachers or study groups that want to delve a little more deeply into researched best practices in vocabulary instruction, or any of the other areas of reading. They review researched best instructional practices in a format for site based PD so the facilitator has all the planning done for them. Briefly share that these PD modules are available for individual teachers or study groups that want to delve a little more deeply into researched best practices in vocabulary instruction, or any of the other areas of reading. They review researched best instructional practices in a format for site based PD so the facilitator has all the planning done for them.

    28. Vocabulary Implementation Prepared and Presented by: Mariely Sanchez & Kennetha Jones Discuss pacing briefly as 24 weeks 5 days a week, but since not a 32 week program you can take your time if you choose. Q&A Discuss pacing briefly as 24 weeks 5 days a week, but since not a 32 week program you can take your time if you choose. Q&A

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