Literacy Links
The words we must know in order to communicate effectively. ListeningThe words we need to know to understand what we hear SpeakingThe words we use when we speak ReadingThe words we need to know to understand what we read WritingThe words we use in writing
Strong predictor of future reading success ◦ Linked to understanding the alphabetic principle ◦ Is important to reading comprehension Children enter school with varying levels of oral language ◦ Meaningful Differences
Children learn the meanings of most words indirectly through their everyday experiences with oral and written language ◦ They engage in oral language ◦ They listen to adults read to them ◦ They read extensively on their own
Direct instruction helps students learn difficult words that represent complex concepts ◦ Provide specific word instruction ◦ Provide students with word-learning strategies
Words we know well, can explain and understand Words we know something about, can relate to a situation, but cannot specifically define Words we have seen or heard, but do not know their meanings Words we have never heard before
tyranny purport sensitive dubious solicitously surreptitious
tyranny—oppressive power purport-to profess or claim sensitive– responsive; easily hurt or damaged dubious-questionable, doubtful solicitous- caring, attentive, concerned surreptitious-secret, sneaky, clandestine
“We think that most often the goal that teachers have is for the students to be able to use the instructed words in understanding a text containing those words and to recall the words well enough to use them in speech and writing.” (Beck et al. 2002)
Tier One Words ◦ basic and familiar to most students Tier Two Words ◦ figh-frequency words used by mature language learners ◦ found across a variety of contexts Tier Three Words ◦ low-frequency words ◦ limited to specific domains or content areas
Frequent encounters with new vocabulary Rich, robust instruction Extending the use of words beyond the classroom