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©Joan Sedita, The Key Vocabulary Routine developed by Joan Sedita

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Presentation on theme: "©Joan Sedita, The Key Vocabulary Routine developed by Joan Sedita"— Presentation transcript:

1 ©Joan Sedita, The Key Vocabulary Routine developed by Joan Sedita

2 ©Joan Sedita, What is The Key Vocabulary Routine? 5-step routine for embedding vocabulary instruction in content classroom teaching Used by all teachers throughout the school day with existing content reading material Foundational routine that provides consistency as students move from grade to grade and class to class

3 ©Joan Sedita, The Five Steps 1.Preview. 2.Use activities that connect related words. 3.Select specific words to teach in-depth. 4.Use word learning strategies (context, word parts). 5.Promote word consciousness.

4 Step 1 Preview Activate prior knowledge Provide temporary, basic familiarity with words so students will not stumble over the words during reading Helpful to have students identify words for previewing ©Joan Sedita,

5 Student Example ©Joan Sedita,

6 Student Example ©Joan Sedita,

7 Step 2 Use Activities to Connect Vocabulary Four activities: –Semantic Mapping –Categorizing –Semantic Feature Analysis –Scaling Make connections between words & background knowledge Offer opportunities for rich discussion about words ©Joan Sedita,

8 Semantic Mapping: Social Studies

9 ©Joan Sedita, Semantic Mapping: Science

10 Semantic Feature Analysis ©Joan Sedita,

11 Semantic Feature Analysis ©Joan Sedita,

12 Scaling ©Joan Sedita,

13 Scaling

14 Step 3 Select Specific Words to Teach In-Depth We need to teach some essential content words in-depth Models and suggestions for identifying these words How to teach everything about the word and provide multiple meaningful exposures ©Joan Sedita,

15 Templates for Teaching Words In-Depth Graphic Organizers: –Frayer/four square (Frayer et al. 1969) –Concept Definition Map (Schwartz, 1988) –Two-column notes (Sedita, 1989)

16 ©Joan Sedita, Frayer/Four Square

17 ©Joan Sedita, Frayer/Four Square

18 ©Joan Sedita, Concept Definition Map (template)

19 ©Joan Sedita, p. 170 Concept Definition Map

20 ©Joan Sedita, p. 172 Two-Column Notes

21 ©Joan Sedita, p. 173

22 Step 4 Word Learning Strategies To determine meaning of an unfamiliar word Use of context Use of word parts –Roots, suffixes, prefixes –Word families ©Joan Sedita,

23 Step 5 Promote Word Consciousness Encourage students to become WORD COLLECTORS! Word play – in the classroom, in the school Word walls Availability of a wide variety of reading materials to promote wide reading and exposure to words ©Joan Sedita,

24 Training Components Teacher Training On-site coaches Initial Training Follow Up Admin. workshop

25 Training Types Teacher Training –2 days of initial training –2-5 days of follow-up professional development Coach Training for building-based facilitators –2 days of advanced training Administrator Training –½ day of training ©Joan Sedita,

26 In Initial Teacher Training, you will: Become familiar with the research about effective vocabulary instruction Learn a routine for teaching vocabulary that is embedded in content classroom instruction Learn how to teach: –Previewing –4 word-related activities –Specific words to teach in-depth –Use of context and word parts Develop lesson plans ©Joan Sedita,

27 In Follow-Up Teacher Training you will: Have time to develop and share lessons using the routine (You will also develop lessons on your own to use in the classroom between follow-up sessions.) Receive guided practice and feedback as you develop lessons Participate in small-group sharing sessions with other teachers as you present your class lessons and student work ©Joan Sedita,

28 In Coach Training, you will: Receive advanced training for teaching the steps in the routine Learn how to support other teachers from different content areas as they use the routine Learn techniques for peer coaching Develop an action plan for supporting the program in your school ©Joan Sedita,

29 In Administrator Training, you will: Be introduced to the routine See examples of how the routine is used in the classroom Learn how the routine can be part of a school-wide plan for addressing literacy instruction Learn how to support building coaches and teachers who have been trained in the program ©Joan Sedita,

30 More Training Information For educators of grades 3-12 Delivery style: interactive presentation with practice activities Training books are provided Keys to Literacy offers Professional Development Points (PDPs) as follows: –6 PDPs for each day of initial training, and 6 PDPs for each of two follow-up days (maximum total: 24 PDPs) –additional 12 PDPs for the two-day Coach training Graduate credit available for initial teacher training through Endicott College ($100/credit) ©Joan Sedita,

31 About Keys to Literacy Leading provider of professional development focused on adolescent literacy Expert trainers Research-based, proven methodology for teaching comprehension and vocabulary New England based; currently working with over 120 schools ©Joan Sedita,

32 For More Information… Visit our website: Contact us: (978) 948-8511 ©Joan Sedita,

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