1. Direct Vocabulary Instruction: Contextual Scaffolding Joan P. Gipe

2. Primary Sources Gipe, J.P. (1978/1979). Investigating techniques for teaching word meanings. Reading Research Quarterly, 14, 624-644. Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33, 398-402.

3. Purpose of Strategy Teach the meaning of a new word Activate relevant schema for the new word Actively involve the learner in explaining the new word to another person to reinforce its meaning

4. Brief Outline of Procedures Anticipatory Set Modeling the Strategy Guided Practice Independent Practice Evaluation

5. Anticipatory Set The _________________ was most welcome at this gathering. My brother’s _______________ companion is at the door. The flooring in the renovated building was ________________________.

6. Modeling the Strategy New Word (Pronunciation) Sentence 1: Use word appropriately Sentence 2: Provide clues to meaning Sentence 3: Define target word Sentence 4: Personal use of word

7. Example: staid (st  d)

8. His whole demeanor was very staid (st  d).

9. Example: staid (st  d) His whole demeanor was very staid (st  d). He had a very serious, grave and staid look on his face.

10. Example: staid (st  d) His whole demeanor was very staid (st  d). He had a very serious, grave and staid look on his face. Staid is an adjective meaning fixed in opinion, settled, or sober, grave and sedate, and generally refers to either persons or colors.

11. Example: staid (st  d) His whole demeanor was very staid (st  d). He had a very serious, grave and staid look on his face. Staid is an adjective meaning fixed in opinion, settled, or sober, grave and sedate, and generally refers to either persons or colors. Write about (or draw) someone you know or something you’ve seen that you would describe as staid, and tell why.

12. Guided Practice  Sort pictures into two groups: staid and not staid  Explain the pictures in each group

13. Independent Practice  Give each student a new word in the format modeled  Silently read and complete the task  Share with a partner  Share with whole group

14. Evaluation Return to the original sentences and identify new words that would fit into these contexts.

15. Theoretical Framework  Relevant experiences and familiar events  Active participation  Translate to personal experiences  Written responses are helpful  Share orally with others  Literacy as a social process  A multiple models approach  Specific attention to ELL