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Vocabulary
                            Instruction-Not
                            all Words are
                            Created Equal!
                            January Coffee House
                            By Billie Rengo
Image credit: pic2fly.com
                            Literacy Coach
Purpose-To Help Students
Succeed
  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)
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
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)
Supporting Vocabulary During
Guided Reading




                   Image credit: nngsa.camp9.org
Strategies
 Create  Word Walls
 What research
  based strategies
  can you use with
  your students?




                       Image credit: johnfletcher.wrekin.sch.uk
Frayer Model
Deepens    student
 understanding
Not simply a definition
Examples and non-examples
 are listed
 (Worksheet Works)
Image
credit:
maine.gov
Image credit: http://speechroomnews.blogspot.com/2012/11/evidence-based-vocabulary-
instruction.html
What does peppy mean? Use
context clues

 Share a portion of the
  story “Gingerbread
 Friends “ by Jan Brett
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)
Image credit: http://speechroomnews.blogspot.com/2012/11/evidence-based-vocabulary-instruction.html
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

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Vocabulary instruction not all words are created equal

  • 1. Vocabulary Instruction-Not all Words are Created Equal! January Coffee House By Billie Rengo Image credit: pic2fly.com Literacy Coach
  • 2. Purpose-To Help Students Succeed  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 During Guided 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.
  • 8. Frayer Model Deepens student understanding Not simply a definition Examples and non-examples are listed (Worksheet Works)
  • 11. What does peppy mean? Use context clues Share a portion of the story “Gingerbread Friends “ by Jan Brett
  • 12. 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)
  • 14. 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