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Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning

Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning. Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann. Today’s Purpose .

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Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning

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  1. Learning Words Inside & OutMake It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.

  2. Today’s Purpose Today we will discuss schoolwide approaches for promoting vocabulary learning.

  3. Why Go Schoolwide? • Schoolwide focus is one of the most important actions a elementary school can take to improve achievement (Reeves, 2000) • Focus on literacy schoolwide leads to long-term improvement in climate and achievement (Fisher & Frey, 2007)

  4. Two Schoolwide Initiatives • Words of the Week (WOW Words) to focus on high- frequency words and words with common affixes, roots, and bases • Wide Reading to build background, increase exposure, and foster interest in reading

  5. Words of the Week • Five words a week (mal: bad) • malice, malign, malodorous, malady, malnourished • Grouped by affix or derivation • Grade levels propose words • Goal is to build vocabulary and teach patterns for unfamiliar words • Consider creating separate K–2 and 3–6 lists. • Primary lists can draw from Dolch and Ogden Basic English word lists

  6. Ideas for Extending WOW Efforts • Post the words on classroom word walls • Extra credit for using WOW words in writing • Post words each week on school website and in newsletter • Use words in games (Bingo, Password, Concentration) • Others?

  7. Incidental Learning Through Wide Reading • Cumulative effect of reading: 60 minutes per day x 5 days a week= 2,250,000 words per year • 2,250 words learned per year this way (Mason, Stahl, Au & Herman, 2003) A bargain, considering that only 300–500 words can be taught directly each year

  8. Who benefits? How? • Text must be at independent level (you can’t learn from books you can’t read) • Older readers learn more words than younger readers • Stronger readers learn more words than struggling readers (Matthew Effect) • The words they are likely to learn are those they know a little bit about

  9. 8 Factors for SSR • Access • Appeal • Environment • Encouragement • Staff training • Non-accountability • Follow-up activities • Distributed time to read Pilgreen, J. (2000). The Sustained Silent Reading Handbook. Portsmouth, NH: Heinemann

  10. Independent Reading • Choice • Relevance • Differentiation

  11. Table Talk How would we measure the success of a wide-reading effort?

  12. Next Steps • What are we currently doing that works well? • What are the areas in need of improvement? • How should we collaborate with one another within and across grade levels?

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