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Week of Dec. 3-7

Week of Dec. 3-7. Vocabulary and Building Background. Summary of the Findings of the National Reading Panel research: “What Works in Comprehension Instruction” By: National Institute of Child Health and Human Development.

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Week of Dec. 3-7

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  1. Week of Dec. 3-7 Vocabulary and Building Background

  2. Summary of the Findings of the National Reading Panel research:“What Works in Comprehension Instruction”By: National Institute of Child Health and Human Development

  3. In carrying out its analysis of the extant research in reading comprehension, the NRP noted three predominant themes in the research on the development of reading comprehension skills. • First, 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. • Second, comprehension is an active process that requires an intentional and thoughtful interaction between the reader and the text. • Third, the preparation of teachers to better equip students to develop and apply reading comprehension strategies to enhance understanding is intimately linked to students' achievement in this area.

  4. Activity 1) Use the information in the article “Introducing New Vocabulary Teacher Resource” to sort the words in your envelope into groups of Tier 1, Tier 2 and Tier 3. 2) Check your answers with the key in the envelope when you are done.

  5. As you watch the video, create a list of tier 2 words that we all should teach. • http://www.youtube.com/watch?v=MByd3HYWwRE • From your experience with these words, why are they vital to instruction?

  6. Findings and determinations: The studies reviewed suggest that vocabulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader.

  7. A • Vocabulary can be learned incidentally in the context of storybook reading or in listening to others • Learning words before reading a text also is helpful • Techniques such as task restructuring and repeated exposure (including having the student encounter words in various contexts) appear to enhance vocabulary development. 

  8. B • In addition, substituting easy words for more difficult words can assist low-achieving students. • Repetition and multiple exposures to vocabulary items are important. Learning in rich contexts, incidental learning, and use of computer technology all enhance the acquisition of vocabulary.

  9. C • Direct instruction should include task restructuring as necessary and should actively engage the student. • Finally, dependence on a single vocabulary instruction method will not result in optimal learning

  10. Content Objective • TLW apply characteristics of effective vocabulary strategies to choose the most appropriate for my content • Language objective: • I will read and discuss an article using the reciprocal teaching strategy. • I will read descriptions of vocab strategies and chose one to apply to my classroom

  11. Inside Outside Circle • Form two circles like this and face the person in the other circle. When we switch, move one person to your left!

  12. 1. Inside circle…tell your partner everything you know about vocabulary instruction for the next 20 seconds, Now switch roles! 2. Inside circle-Move one partner to your left. Repeat step one. 3. Outside circle move one partner to your left. Repeat step one.

  13. Article • Read the article using the reciprocal teaching method as outlined on your table.

  14. Reciprocal Teaching Directions • Decide on which job each group member will complete as they start reading the text. • Questioner/Connector • Predictor • Clarifier • Summarizer • Divide the text into manageable parts. Read the first section of text. On the recording sheet, write down notes that relate to the assigned skill. • After everyone in your group has finished reading and responding to the chunk of text, take turns sharing and discussing. Proceed in the following order: • Clarifier, questioner/connecter, summarizer, and finally predictor • Discuss additional thoughts related to the text. • Pass the card to the right, read the text, and repeat the process based on the newly assigned job.

  15. Jigsaw for next time: Explore the strategies from your SIOP binder listed one the half sheet. Pick one or more of the strategies to apply to words from your content area or test taking vocab words… Consider the following: • What cognitive level/levels does it engage? • Where might it fit in the Marzano framework? • What strategies might best fit into your content area or other areas?

  16. Think About…For Next Time: 2. Bring back ides for implementing words across the curriculum. • In what ways might we approach academic and test taking vocabulary? • How can we support each other to provide the most meaningful experiences for students?

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