For use with Grades You know the challenges. In your Title I school you have students who are already at risk.
Imagine what could happen if you could catch them up, forestall learning issues before they are entrenched, put them on equal footing with their peers. Nancy Akhavan has done it -in school after school.
If they were to learn 10 words that are low-frequency in spoken language but high-frequency in written language every week for 7 years, they would accumulate some words crucial for reading comprehension. A child would benefit immensely from such a systematic approach, but, given how hard it is to learn and retain vocabulary at a deep level, how does one implement a planned, sequenced and systematic approach to ensure benefits for the long-term?
English has many words but not all need to be taught. The words that are best taught explicitly are known as Tier 2 words. Tier 2 words are characteristic of sophisticated language not often used in spoken language but often used in written texts. The best ones to teach are domain-general and are more sophisticated terms for concepts with which students are already familiar.
The words can simply be found in books selected by a teacher. Read through the book and note down any Tier 2 words in the text. From the text, pick two or three words you think children will be most likely to apply in their daily lives. Introducing the vocabulary should be done in conjunction with the book reading.
After providing the definition, she encouraged the students to say the word aloud as well as repeat the definition. Finally, the teacher read the big books. It is now important to note that just giving the definition of a word has not proven to be effective Mckeown, If vocabulary instruction is to be effective, it needs to provide knowledge at a depth where connections are formed and knowledge is sufficiently flexible and accessible.
For this reason, the instruction that follows the book reading — termed rich instruction — is crucial. Rich instruction takes place after the reading and includes explaining the words in student-friendly language, providing multiple examples and multiple contexts, and requiring students to process words deeply by explaining appropriate and inappropriate uses. Repeated exposure is extremely important. As mentioned, it can take up to 24 exposures of a new word for students to know it at a sufficiently deep level.
Frequency of exposure strongly predicts word learning and predicts later comprehension outcomes Harris, They made students keep a vocabulary folder with materials related to the words inside at their desks to help create chances for repeated exposures. This was used as a prompt to cultivate discussion of the words and gave the teachers the chance to add more rich instruction.
linawycatuzy.gq: Accelerated Vocabulary Instruction: Strategies for Closing the Achievement Gap for All Students (): Nancy Akhavan: Books. Editorial Reviews. From the Back Cover. In Accelerated Vocabulary Instruction Nancy Akhavan provides a comprehensive guide to creating word-rich.
More rich instruction is crucial. Using a folder as a prompt seems a very clever idea, it also gives students a sense of ownership. To determine how students are developing: After instruction, do the following: Reflect on student learning: Are students able to try new words? Focus on making our thinking transparent, model and make explicit learning and thinking that are implicit.
We have to focus on how we teach so that we help our students understand that expanding their vocabularies is important.
Are students able to try new words? By using Google Slides, third-grade students create digital word collages, and fifth-grade students create a digital vocabulary notebooks as part of our vocabulary instruction. Notify me of new comments via email. The best ones to teach are domain-general and are more sophisticated terms for concepts with which students are already familiar. Other classrooms have been inspired to find additional ways to use Google Slides for vocabulary instruction. Fast Mapping — This is the unconscious action our memory takes when we first begin to learn a word and occurs after one or two encounters with a word.
By providing both explicit and implicit opportunities to learn words, we can help our children move beyond the short, quick phrases they use for daily friend-to-friend communication and learn new discourses. In sum, we teach them how words are used in school and in life and how words connect us to the world.
Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: To know that purposefully designing for learning that is contextually appropriate, strengthens.
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