1 / 9

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 .

menefer
Download Presentation

Next Stop: Robust Vocabulary Instruction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related