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Learning Words Inside & Out Make It Useable: Harnessing the Power of Peer Conversations

Learning Words Inside & Out Make It Useable: Harnessing the Power of Peer Conversations. Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann. Today’s Purpose.

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Learning Words Inside & Out Make It Useable: Harnessing the Power of Peer Conversations

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  1. Learning Words Inside & OutMake It Useable: Harnessing the Power of Peer Conversations Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.

  2. Today’s Purpose Today we will discuss how peer collaboration allows learners to consolidate vocabulary knowledge.

  3. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  4. Children Build Schema Long Before They Begin Reading Types Attributes DOG Behavior

  5. How Do Young Children Build Schema? • Authentic experiences • Close observation • Dialogue with others These are the same conditions that contribute to vocabulary development.

  6. Oral Language and Vocabulary • Teacher talk dominates most classrooms (Cazden, 2001) • Elementary math students taught to use heuristic vocabulary in discussions achieved at higher levels, especially among low-achieving students (Hohn & Frey, 2002) • Second grade English language learners whose vocabulary was frontloaded before small-group discussions made gains in language and concept development (Pérez, 1996)

  7. Tips for Productive Group Work • Establish purpose (content, language, and social goals) • Variety is the spice of life • Integrate activities into content flow

  8. Fostering Collaboration • Partner and small-group discussions • Jigsaws • Student think-alouds • Reciprocal teaching • Co-constructed graphic organizers • Semantic feature analysis

  9. Nutrition $25,000 Pyramid Ways to Stay Healthy Members Types of of Dark Greenthe Meat Vegetables & Beans Group Food Groups Types of Whole Grains Things to Avoid

  10. Clues Developed by Student Partners

  11. Concept Circle for a Dog

  12. Concept Circle for a Square: Which Attribute Doesn’t Belong? Four equal sides Four equal angles Four equal diameters Two lines parallel

  13. Victor’s Shades of Meaning in Sixth Grade English

  14. Next Steps • What are we currently doing that works well? • What are the areas in need of improvement? • How should we collaborate with one another within and across grade levels?

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