Next Stop: Robust Vocabulary Instruction Tara W. Higgins March 18 th, 2011 Adapted from Beck, McKeown, & Kucan, 2002

Rationale for vocabulary instruction Choosing words to teach Introducing words Interacting with word meanings Closing Agenda

Rational For Explicit Vocabulary Instruction Students can learn words from context, but they must: Read widely Infer word meanings Contexts can be misdirective, nondirective, general, or directive Rationale For Explicit Vocabulary Instruction Adapted from Beck, McKeown, & Kucan, 2002

Rationale For Explicit Vocabulary Instruction Vocabulary in K-2 influences reading comprehension in older grades (Dr. Paratore) High-knowledge 3rd graders’ vocabularies = lowest performing 12th graders (Smith, 1941) Once established; gap is difficult to improve (Biemiller, 1999)

Choosing Words to Teach Tier 1 Words: basic words children are familiar with before school ball, run, clock Tier 3 Words: low frequency; limited to particular domains isotope, peninsula, refinery Adapted from Beck, McKeown, & Kucan, 2002

Tier 2 Words Use literature you would read aloud High frequency Utilized by mature language users Describe concepts students already understand Can be explained using terms students already know Adapted from Beck, McKeown, & Kucan, 2002

Introducing Words Use literature you would read aloud Put word in context from the story Students repeat the word Offer a student friendly explanation Give examples of contexts other than the story Students interact with the word Adapted from Beck, McKeown, & Kucan, 2002

Interacting with Words Students should deal with word meanings right away Active involvement Interact with all words from a lesson in one activity Adapted from Beck, McKeown, & Kucan, 2002

Reflection something that squares with your thinking an important point to remember a question you still have rolling around in your head something you will take back to your classroom, school, district