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Next Stop: Robust Vocabulary Instruction

Next Stop: Robust Vocabulary Instruction. Tara W. Higgins March 18 th , 2011. Adapted from Beck, McKeown, & Kucan, 2002. Agenda. Rationale for vocabulary instruction Choosing words to teach Introducing words Interacting with word meanings Closing .

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Next Stop: Robust Vocabulary Instruction

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  1. Next Stop: Robust Vocabulary Instruction Tara W. Higgins March 18th, 2011 Adapted from Beck, McKeown, & Kucan, 2002

  2. Agenda • Rationale for vocabulary instruction • Choosing words to teach • Introducing words • Interacting with word meanings • Closing

  3. Rational For Explicit Vocabulary Instruction Rationale For Explicit Vocabulary Instruction • Students can learn words from context, but they must: • Read widely • Infer word meanings • Contexts can be misdirective, nondirective, general, or directive Adapted from Beck, McKeown, & Kucan, 2002

  4. Rationale For Explicit Vocabulary Instruction • Vocabulary in K-2 influences reading comprehension in older grades (Dr. Paratore) • High-knowledge 3rd graders’ vocabularies = lowest performing 12th graders (Smith, 1941) • Once established; gap is difficult to improve (Biemiller, 1999)

  5. Choosing Words to Teach • Tier 1 Words: basic words children are familiar with before school • ball, run, clock • Tier 3 Words: low frequency; limited to particular domains • isotope, peninsula, refinery Adapted from Beck, McKeown, & Kucan, 2002

  6. Tier 2 Words • Use literature you would read aloud • High frequency • Utilized by mature language users • Describe concepts students already understand • Can be explained using terms students already know Adapted from Beck, McKeown, & Kucan, 2002

  7. Introducing Words • Use literature you would read aloud • Put word in context from the story • Students repeat the word • Offer a student friendly explanation • Give examples of contexts other than the story • Students interact with the word Adapted from Beck, McKeown, & Kucan, 2002

  8. Interacting with Words • Students should deal with word meanings right away • Active involvement • Interact with all words from a lesson in one activity Adapted from Beck, McKeown, & Kucan, 2002

  9. Reflection something that squares with your thinking an important point to remember a question you still have rolling around in your head something you will take back to your classroom, school, district

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