Your SlideShare is downloading. ×
0
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Vocabulary for All: A School-Wide Literacy Initiative
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Vocabulary for All: A School-Wide Literacy Initiative

621

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
621
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Vocabulary for All: a school-wide literacy initiative <br />Leslie Wesson & Kristie Hall <br />
  • 2. Vision Statement<br /> A successful literacy program is based on <br /> standards that promote:<br />rigorous goals<br />instruction across the curriculum<br />assessment<br />collaboration <br />It is our vision that high quality literacy instruction goes beyond test scores and leads students to become life-long readers and learners.<br />“Consistent and powerful beliefs that underlie actions are essential to sustained system and school improvement” (Hirsh, 2009, p. 464).<br />
  • 3. Needs Assessment<br /><ul><li>Principals’ professional opinions
  • 4. Observation of literacy coach
  • 5. Analysis of scores
  • 6. Needs assessments
  • 7. 46% of the school population are Second Language Learners.</li></ul>“Connecting the school and the community means listening to the community in which the school is situated, so that the individual voices of those students and of that school can be the foundation of the education those students receive” (Edwards, 2001, p. 44)<br />
  • 8. Research Question<br />What best practices in vocabulary instruction will accelerate literacy learning for all students that can be built upon from year to year, and include both English and Spanish?<br />
  • 9. Focus of Study<br />To implement high quality vocabulary instruction for all learners (in both English and Spanish) and provide a supportive learning environment throughout the community.<br />Outside School<br />Inside School<br />Application in the “real world”<br />Foundation in vocabulary<br />Meaningful language opportunities<br />“Without vocabulary nothing can be conveyed” (Wilkins as quoted in Milton, 2008, p. 228).<br />
  • 10. Desired Outcomes<br /><ul><li>Increase professional knowledge
  • 11. Enhance parents’ and the community involvement
  • 12. Student will be confident in exploring and applying
  • 13. WestworthVillage will become more aware of the </li></ul> languages and vocabulary in their area.<br />“Teachers are increasingly faced with a diverse group of learners in terms of current word knowledge, linguistic background, learning styles, and literacy abilities. It is up to teachers to make word learning enjoyable, meaningful, and effective.” (Blachowicz as quoted in Gambrell, 2007, p. 179)<br />
  • 14. “It is vitally important that teachers value and build on students’ existing home and community literacy practices in promoting literate competence in school” (Haneda, 343)<br />Impact on Student Learning<br />Academic Benefits<br />Self & Cultural Benefits<br />gains in comprehension<br />deeper meaning in writing<br />strengthened oral language skills<br />additional confidence in language use<br />communicate with others <br />greater sense of learner ownership<br />“According to Stahl and Fairbanks, vocabulary knowledge has been identified as the most important indicator of oral language proficiency” (Wallace, 2008, p. 39)<br />
  • 15. Contributions to the Comprehensive <br />Reading Program<br />
  • 16. Supporting Research & Theory<br />Vocabulary<br />“Comprehensive vocabulary instruction includes, frequent and varied language experiences, teaching individual words, and teaching word learning strategies, as well as fostering word consciousness.” (Graves, 2008, p. 186)<br />“Research indicates that knowledge of individual words exists on a continuum ranging from known to unknown.” With each new encounter with a particular word, depth of knowledge increases, moving the word further along the continuum from known to unknown. (Graves, 2008, p. 192)<br />The most important aspect to creating a word-rich environment is that the teacher scaffolds. (Graves, 2008)<br />For word learning to occur, two conditions need to be met: <br />read widely <br />skills to infer (Beck, 2002)<br />English language learners vary widely (Ordonez, Carlo, Snow, & McLaughlin, 2002)<br />“Vocabulary … is the foundation of success in school.” (Akhavan, 2007, p. 4)<br />
  • 17. Supporting Research Cont.<br />http://professionallyspeaking.oct.ca/december_2004/reviews.asp<br />Parent & Community Connection<br /><ul><li>Students’ reading outside of school (Haneda, 2006).
  • 18. When a school includes the community they, “make learning personally relevant to their students” (Haneda, 2006, p. 342).
  • 19. Teaching tolerance and creating a connection (Edwards, 2001).
  • 20. Parents influence on child’s knowledge and beliefs (Booth, 2002).</li></ul>“Literacy can be shared discovery” (Ciotti, 2001, p. 59).<br />
  • 21. Levels of Involvement<br />Leadership Team<br />Provide:<br />training<br />recourses<br />research<br />lesson demos<br />monitor progress<br />teacher support<br />overall planning<br />Teachers<br />vocabulary instruction<br />information sessions for parents<br />Administration of assessments<br />Librarian: reinforce classroom vocabulary instruction, and support local librarians’ efforts.<br />“Collaboration among educators builds shared responsibility and improves student learning” (Hirsh, 2009, p. 469)<br />
  • 22. Levels of Involvement Cont.<br />Students<br />Apply knowledge<br />Self-assess<br />Parents/Community<br />Provide support<br />Model<br />Public Libraries: partner with school<br />“Once parents are presented with concrete ideas for getting involved, they often rise to the challenge and serve as important partners in the literacy process” (Booth, 2002).<br />
  • 23. Plan for Implementation <br />
  • 24. Steps for Implementation<br />Introduce initiative to leadership team and administrators.<br />Needs assessment<br />Introduce initiative to educators , public librarians, and parents. <br />Plan professional learning based on educators’ feedback.<br />Data meetings to address evaluation of initiative.<br />Gathering of resources and materials.<br />Creation of online resources.<br />Overall evaluation of initiative by all stakeholders.<br />“We need to understand the data of our assessments in relation to vocabulary learning and reflect on this information to tweak our lessons and activities to encourage powerful learning” (Akhavan, 2007, p. 16).<br />
  • 25. Proposed Professional Learning<br />“Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world” (Stahl as quoted in Townsend, 2009, p. 250)<br />
  • 26. Time Frame<br />
  • 27. Evaluation Process<br />Monitoring Effectiveness<br />Observation<br />Student self-evaluations<br />TPRI K-2<br />Curriculum based assessments 3-5<br />Receiving Feedback<br />Needs assessments<br />Evaluation surveys<br />Data meetings<br />Update/celebration meetings<br />Final evaluation<br />“Evaluation strengthens performance and results” (Hirsh, 2009, p. 467).<br />
  • 28. Communication & Delivery <br />Educators<br />Community<br /><ul><li> PowerPoint introductions
  • 29. Professional learning sessions
  • 30. Teacher resource wiki
  • 31. Modeled Instruction
  • 32. PowerPoint introductions
  • 33. Family Literacy Night
  • 34. Family resource wiki
  • 35. Teacher/Parent education sessions</li></ul>“Any new practice must start with teacher collaboration toward a shared understanding of the foundations of vocabulary learning.” (Berne, 2008, p. 320)<br />
  • 36. References<br />Akhavan, N., (2007). Accelerated vocabulary instruction: Strategies for <br />closing the achievement gap for all students. New York: Scholastic.<br />Beck, I., McKeown, M., Kucan, L. (2002). Bringing words to life: Robust <br />vocabulary instruction. New York: Guilford Press.<br />Berne, J., & Blachowicz, C. (2008). What reading teachers say about <br />vocabulary instruction: Voices from the classroom. Reading <br /> Teacher, 62(4), 314-323. Retrieved from Education Research Complete database.<br />Booth, D., & Rowsell, J. (2002). The literacy principal: Leading, supporting <br /> and assessing reading and writing initiatives. Markham: <br /> Pembroke Publishers.<br />Ciotti, H. (2001). Including parents in the fun: Sharing literary experiences. <br /> The English Journal, 90(5),52-59.Retrieved from Education <br /> Research Complete database.<br />
  • 37. References Cont.<br />Edwards, S. (2001). Bridging the gap: Connecting school and community <br /> with service learning. The English Journal,90(5), 39-44.Retrieved <br /> from Education Research Complete database.<br />Gambrell, L., Morrow, L., Pressley, M. (2007) Best practices in literacy <br />instruction. New York: Guilford Press.<br />Graves, M., & Watts-Taffe, S. (2008). For the love of words: Fostering <br />word consciousness in young readers. Reading Teacher, 62(3), <br /> 185-193. Retrieved from Education Research Complete database.<br />Haneda, M. (2006). Becoming literate in a second language: Connecting <br />home, community, and school literacy practices. Theory Into <br /> Practice, 45(4), 337-345. Retrieved from Education Research <br /> Complete database.<br />Hirsh, S., & Killion, J. (2009). When educators learn, students learn. Phi <br /> Delta Kappan, 90(7), 464-469.<br />
  • 38. References Cont.<br />Manyak, P., & Bauer, E. (2009). English vocabulary instruction for English <br />learners. Reading Teacher, 63(2), 174-176. Retrieved from Education Research Complete database.<br />Milton, J. (2008). Vocabulary uptake from informal learning tasks. <br /> Language Learning Journal, 36(2), 227-237. Retrieved from <br /> Education Research Complete database.<br />Townsend, D. (2009). Building academic vocabulary in after-school <br />settings: Games for growth with middle school English- language learners. Journal of Adolescent & Adult Literacy, 53(3), <br /> 242-251. Retrieved from Education Research Complete database.<br />Wallace, C. (2008). Vocabulary: The key to teaching English <br />language learners to read. Education Digest, 73(9), 36-39. Retrieved from Education Research Complete database.<br />
  • 39. Template Provided By<br />www.animationfactory.com<br />500,000 Downloadable PowerPoint Templates, Animated Clip Art, Backgrounds and Videos<br />

×