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Vocabulary Development in the Content Area

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  • 1. Reading Comprehension and Vocabulary Development in the Content Area 10 February Class Meeting AEDR 518 | Spring 2012
  • 2. Before reading During reading After reading AEDR 518 | Spring 2012
  • 3. Before-Reading Essential Components: Activating background knowledge Setting purposes AEDR 518 | Spring 2012
  • 4. Before-Reading Strategies Previewing What do I already know about the topic? Setting Purposes for Reading I will read this text to learn . . . Predicting and inferring What can I hypothesize based on what I already know and what I am able to assume from the text? AEDR 518 | Spring 2012
  • 5. Before-Reading Strategies Previewing What do I already know about the topic? Setting Purposes for Reading I will read this text to learn . . . Predicting and inferring What can I hypothesize based on what I already know and what I am able to assume from the text? AEDR 518 | Spring 2012
  • 6. Teaching Vocabulary in Your Content Area AEDR 518 | Spring 2012
  • 7. Teaching Vocabulary in Your Content AreaThink about your vocabulary. Reflect onhow it developed through the years.Consider two sources that you believehelped you to increase your knowledgeof words and their meanings.http://wiffiti.com/screens/54089 AEDR 518 | Spring 2012
  • 8. Strategies for Teaching Vocabulary in Your Content Area1. Frayer model (with video example)2. Concept Definition model AEDR 518 | Spring 2012
  • 9. Frayer ModelThis model prompts students to think about and describe the meaning of a word or concept by ... • Defining the term • Describing its essential characteristics • Providing examples of the idea • Offering non-examples of the idea Video example AEDR 518 | Spring 2012
  • 10. Frayer Model AEDR 518 | Spring 2012
  • 11. Frayer Model AEDR 518 | Spring 2012
  • 12. Frayer ModelExample one AEDR 518 | Spring 2012
  • 13. Frayer ModelExample two AEDR 518 | Spring 2012
  • 14. Frayer ModelExample three AEDR 518 | Spring 2012
  • 15. Concept Definition MapA Concept Definition Map prompts students to take a key term, concept, or reading selection and . . . • Uncover its component ideas • Show their structure and interrelatedness • Chart these findings on a graphical organizer AEDR 518 | Spring 2012
  • 16. AEDR 518 | Spring 2012
  • 17. AEDR 518 | Spring 2012
  • 18. AEDR 518 | Spring 2012
  • 19. For February 17Create vocabulary activities using yourrepresentative textbook:1. Frayer Model2. Concept Definition Model AEDR 518 | Spring 2012
  • 20. Poll• Take out your cell phones!• Send a text message to ….. – http://www.polleverywhere.com/multiple_choice_polls/MTQ0NzM3MTE4Mw – http://www.polleverywhere.com/multiple_choice_polls/LTE2OTQ2ODE4NDE – http://www.polleverywhere.com/multiple_choice_polls/MTgwMjUyODQ5MQ – http://www.polleverywhere.com/multiple_choice_polls/LTg4MTcxNzI3NQ AEDR 518 | Spring 2012
  • 21. SourcesJust Read Nowhttp://www.justreadnow.com/strategies/vocabulary.htmContent Area Reading: Teaching and Learning in an Age of Multiple Literacieshttp://www.coursesmart.com/9780138140809My Education Labhttp://www.myeducationlab.com/literacy/deploy/literacy .html AEDR 518 | Spring 2012