Its importance in the classroom & strategies to make it work

 Most importantly vocabulary is used to learn new things- whether in general reading or in content  Background knowledge is key when presenting new vocabulary- what can you build on that the students already know?  Use before, during and after reading instruction to focus on the vocabulary you want them to learn

 Research emphasizes that vocabulary development is a vital part of all content learning  The link between vocabulary knowledge and comprehension is undeniable.  Wide reading increases a student’s vocabulary significantly  Teachers must realize that direct and explicit instruction in vocabulary must also occur daily in all classrooms.  Vocabulary Graphic Organizers Vocabulary Graphic Organizers  Word Play Word Play  Vocabulary Tips & Hints Vocabulary Tips & Hints  **Research shows that having students look up words and write definitions is the least effective way to increase their vocabulary**

 How do you choose the vocabulary?  Is the word significantly important for understanding the selection or unit?  Is the word likely to occur across all academic domains?  Introduce and develop these at the beginning of the unit of study & before reading, during, & after reading

 Vital that teachers give students the tools for acquiring their own rich vocabulary.  Students will learn many words when they encounter them in meaningful contexts, but other words must be directly taught.  Think Aloud Think Aloud  Vocabulary Self-Selection Strategy Vocabulary Self-Selection Strategy  PAVE Procedure PAVE Procedure  List-Group-Label List-Group-Label  Language Collection Sheet Language Collection Sheet  Student VOC Strategy Student VOC Strategy  Word Banks Word Banks

 Activating Prior Knowledge is important because it helps students make connections to the new information they will be learning.  Here are some strategies that can start students thinking about what they already know about a topic:  KWL Charts KWL Charts  Brainstorming Brainstorming  Picture Books Picture Books  Anticipation Guide Anticipation Guide  THIEVES THIEVES  Bloom Ball Activity Bloom Ball Activity  Cloze Procedure Cloze Procedure  Text Impressions Text Impressions

 Frontloading or giving clues as to what the students will learn  Examples:  going over a study guide, pronouncing the words, asking for meaning  telling stories, looking at pictures  have you heard of…and building on prior knowledge  **the words are already pre-selected and displayed like on a word wall

 “ Regardless of the subject or grade you teach, at least once a week you should read to your students from an example of good writing.”- Shane Templeton  If you teach content specific- its exciting & your teaching your subject & specialized vocabulary through the re-aloud  The reading introduces intriguing & unfamiliar words putting pictures in their minds  Stop, re-read, ask for clarification, explain further, engage  Then, use activities to re-enforce what they have just learned

 Reading comprehension refers to the students' ability to read and understand information presented in written form.  Reading is not a passive activity.  Good readers interact with text, making and validating predictions, creating questions about the characters, main idea or plot, monitoring their own understanding of the text, clarifying the confusing parts, and connecting text events to their own prior knowledge and experiences.  Think Aloud Think Aloud  Reciprocal Teaching and Reciprocal Teaching  Teacher Read Aloud Reciprocal Teaching Prompt Cards - Word Download - 229K Teacher Read Aloud Reciprocal Teaching Prompt CardsWord Download  Cloze Procedure Cloze Procedure  SQ3R SQ3R  DR-TA DR-TA  Literature Circles Literature Circles  Keys to Comprehension Keys to Comprehension

 Revisiting and working with words after reading assimilates new terms (vocabulary) into students’ existing knowledge  Examples:  collaborate,  think-pair-share,  discussion with direct instruction,  webs for review,  graphic organizers,  draw what you learned,  make flash cards & practice

 Summarization is the restating of the main ideas of the text in as few words as possible.  It can be done in writing, orally, through drama, through art and music, in groups and individually.  There is extensive research that shows that summarization is among the top nine most effective teaching strategies in the history of education (Marzano, Pickering, and Pollock, 2001).  Teachers who start a lesson by summarizing the big points in the day's lesson and end by having students summarize their learning see gains in the retention of the material.   Inside-Outside Circle Inside-Outside Circle  Jigsaw Jigsaw  One-Word Summaries One-Word Summaries  Think-Pair-Share Think-Pair-Share  Summary Ball Summary Ball  Somebody-Wanted-But-So Somebody-Wanted-But-So  GIST GIST  Summary Star Summary Star  Graphic Organizers for Summarization Graphic Organizers for Summarization

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Academic Vocabulary: Secondary Examples Promoting Vocabulary Development: Components of Effective Vocabulary Instruction - PDF Vocabulary Development – PDF ry%20Instruct.pdf ry%20Instruct.pdf Building the Foundations of Literacy: The Importance of Vocabulary and Spelling Development ACT/SAT Test Prep: Vocabulary Development Learn an Ivy League Vocabulary: SAT Prep Reading Comprehension Strategies A New Way to Teach Reading Comprehension Early Literacy Reading Resources  Intel Teach Program: Strategy Bookmarks 

Video of Group Summary in Social Studies  ies/summarize.htm ies/summarize.htm Summarization Lesson Plan d=277 d=277 Reading Quest.org: Making Sense of Social Studies  Teacher Vision Article on Summarizing  comprehension/48785.html comprehension/48785.html Summarization 