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Teaching Vocabulary to Early Learners

Teaching Vocabulary to Early Learners . Module 9. Vocabulary. Module 9. Authentic Vocabulary Acquisition.

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Teaching Vocabulary to Early Learners

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  1. Teaching Vocabulary to Early Learners (c) Parcc, Inc. February 2016 Module 9

  2. Vocabulary (c) Parcc, Inc. February 2016 Module 9

  3. Authentic Vocabulary Acquisition The K–2 Model Content Frameworks encourage a systematic and extensive approach to teaching academic vocabulary in context, giving students a sense of the connections and patterns in language and providing them with opportunities to acquire word meanings through reading and listening as well as through writing and speaking. (c) Parcc, Inc. February 2016 Module 9

  4. Tiered Words Tier 1 – Basic Vocabulary • These words are usually understood when a student hears them. For example: book, girl, happy Tier 2 – High Frequency/Multiple Meaning Words • These words are used across a variety of domains/content areas. For example: attention, directions, huge Tier 3 – Low-Frequency, Context-Specific Words • These words are used in specific domains. They are best taught when the need to understand them arises. For example: hemisphere, radius (c) Parcc, Inc. February 2016 Module 9

  5. Working Word Walls • Sight Words • Tier 2 Words • Words used in the standards (c) Parcc, Inc. February 2016 Module 9

  6. Fast Instruction Fast Instruction refers to words that will likely be scaffolded by the text and illustrations or will require only brief support from the teacher. Teachers can briefly explain the word if needed and then continue with instruction or reading of the text. (c) Parcc, Inc. February 2016 Module 9

  7. Focused Instruction Focused Instruction refers to those vocabulary words that are needed to carry meaning forward and, therefore, may require more instructional time. (c) Parcc, Inc. February 2016 Module 9

  8. Vocabulary needed to complete a task • These are words that students need to be able to converse and write about texts. • They often are words that are also in the standards. setting opinion characters details (c) Parcc, Inc. February 2016 Module 9

  9. Selecting Words in Authentic Text for Instruction Consider the following: • Is the word used in multiple content areas? • Does the word impact a student’s understanding of the story? • Will understanding the word help a student communicate about this and other texts? (c) Parcc, Inc. February 2016 Module 9

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