Vocabulary instruction not all words are created equal
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This presentation looks at research supported methods of vocabulary instruction to foster understanding and vocabulary growth in students.

This presentation looks at research supported methods of vocabulary instruction to foster understanding and vocabulary growth in students.

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Vocabulary instruction not all words are created equal Presentation Transcript

  • 1. Vocabulary Instruction-Not all Words are Created Equal! January Coffee House By Billie RengoImage credit: pic2fly.com Literacy Coach
  • 2. Purpose-To Help StudentsSucceed  Not all students are ELL, but all students are academic language learners. (Zahner, 2012)  Struggling readers  Students with limited vocabularies  May be related to learning needs or lack of instruction (Hutton)
  • 3. Common Core Standards Sort words according to concepts Use affixes as a clue to a word’s meaning Use context clues in age appropriate texts Develop an understanding of multiple meaning words Image credit: mrsjumpsclass.blogspot.com
  • 4. What words? There are 3 “tiers” of vocabulary words  Tier 1-do not require direct instruction and are “basic vocabulary” (ex. Sun)  Tier 2-sight words and multiple meaning words  Require direct teaching  Tier 3-low- frequency/content Image credit: robsanderswrites.blogspot.com specific words (Hutton)
  • 5. Supporting Vocabulary DuringGuided Reading Image credit: nngsa.camp9.org
  • 6. Strategies Create Word Walls What research based strategies can you use with your students? Image credit: johnfletcher.wrekin.sch.uk
  • 7. Frayer ModelDeepens student understandingNot simply a definitionExamples and non-examples are listed (Worksheet Works)
  • 8. Imagecredit:maine.gov
  • 9. Image credit: http://speechroomnews.blogspot.com/2012/11/evidence-based-vocabulary-instruction.html
  • 10. What does peppy mean? Usecontext clues Share a portion of the story “Gingerbread Friends “ by Jan Brett
  • 11. LINCS Strategy Step 1: List the parts Step 2: Identify a Reminding Word Step 3: Note a LINCing Story Step 4: Create a LINCing Picture Step 5: Self-test (Zahner, 2012)
  • 12. Image credit: http://speechroomnews.blogspot.com/2012/11/evidence-based-vocabulary-instruction.html
  • 13. References Hutton, T. Three tiers of vocabulary education.Super Duper Handy Handouts, No. 182 Brett, J. (2009). Gingerbread baby. New York: Scholastic. Worksheet Works. (n.d.). Worksheet works. Retrieved from http://www.worksheetworks.com/miscellanea/graphic- organizers/frayer.html Zahner, M. (2012, October 8th). Vocabulary instruction-- make it explicit!. Retrieved from http://literacyinstructionalcoach.blogspot.com/2012/10 /vocabulary-instruction-make-it-explicit.html