Please sign in at the back table. Locate your name at one of the tables and take a seat.

1. Please sign in at the back table. Locate your name at one of the tables and take a seat.

2. Goals • Examine what is included in vocabulary instruction, why and how to teach it and what words to consider. • Process the readings.

3. Components of a Balanced Language Arts Program

4. A Balanced Reading Program • Read Aloud • Shared Reading • Guided Reading • Independent Reading

5. Read Aloud • Text difficulty • Control of text • Model reading strategies • Variety of genres • Oral language development • Text structure

6. Shared Reading • Text difficulty • Control of text • Model reading strategies • Variety of genres • Oral language development • Text structure

7. Five Components of ReadingNational Reading Panel • Phonemic Awareness • Ability to orally compose a sequence of sounds and manipulate these sounds to form words • Phonics • Ability to recognize the relation between the written language and the spoken language • Oral Guided Reading • Practice with guidance from a more skilled reader • Fluency • Ability to read orally with speed and accuracy • Vocabulary • Ability to use words orally and in written communication by applying word meaning effectively • Comprehension • Ability to apply meaning to what is read

8. Language and Vocabulary: A balanced approach… learning solely writing word through context definitions and experience

9. Vocabulary Instruction • Why? • How? • Which words?

10. Research estimates that students learn… …approximately 3,000 to 4,000 words each year …accumulating a reading vocabulary of approximately 25,000 words by the end of elementary school …and approximately 50,000 words by the end of high school. Beck, I.L. and McKeowen, (2002) Bringing Words to Life, Robust Vocabulary Instruction

11. Three-tiered Approach • First Tier Words • Basic words • run, ball, is • Second Tier Words • Academic words • Found in many curriculum areas • vocabulary, example, create, add • Third tier words • Content words • Low-frequency words • Words needed to understand the concept • nutrient, digestive, ingesting Beck and McKeown, 1985

12. Identify words from… • reading selections • asking students • word lists

13. Vocabulary Strategies and Techniques • Associating • Contextualizing • Categorizing • Visual Imaging • Analyzing • Word Awareness • Wide Reading • Referencing

14. Associating

15. brave Associating: Concept Wheel • “What words do you think of when I say, _____ ?” • List words. • Read definition. Compare. • “What three other words will you remember the word _____ ?” brave courageous valiant daring bold having courage :DAUNTLESS ; 2: making a fine show :COLORFUL < brave banners flying in the wind>; 3:EXCELLENT , SPLENDID <the brave fire I soon had going

16. brave In my life: my definition: opposite: Associating/Visualizing: Verbal Visual Word Association

18. Contextualizing The Missing Abinci • I was really mad. All of the abinci was missing. • I had put it in the box on my desk. But not piece of abinci was in the box now. • Who could have taken it? I had baked that abinci myself. • I had not even burned it. The abinci was a beautiful brown. • I was planning to have a slice of abinci with butter and jelly for a snack. • But someone had taken all of my abinci. I was mad all right!

19. Contextualizing: Cloze Sheila Rae started off, skipping. “I am brave,” she sang. “I am _____.” She stepped on every crack. She walked backwards with her eyes closed. She ________ at stray dogs, and ________ her teeth at stray cats. And she ________ that the trees were ________ creatures. She climbed up them and broke their fingers off. Snap, snap, snap. Sheila Rae walked and walked. She turned corners. She crossed streets. It suddenly occurred to Sheila Rae that nothing looked ________ . f b gr pr e f

21. Processing the Readings • You (and perhaps another classmate) will be the “expert” in a group composed of students who have read the other readings. • Each expert (or expert pair), will spend a few minutes to prepare the following: …What type of article is this, a research article or a resource article? …What problem is posed/why was this article written? …What solutions are shared? …What aspects of today’s class connect with points raised in this article? 3. Each expert/pair will take about five minutes present what they have prepared for others.

22. For January 16 • Read: Honig et al., chapter 11-13 • Due: LA Assignment #1 (turn in to Susan’s mailbox on Wednesday, January 18): Interview your cooperating teacher about ways in which he/she explicitly teaches vocabulary. Make connections to both the CORE readings, methods course content and other readings (articles). • Read: Honig et al., chapters 1, 3 and 4. Be ready to discuss in class. • Look at the RICA website (www.rica.nesinc.com) . Find out where CAP, the Alphabetic Principle and fit into this assessment. Come in ready to share. • Due: Language Arts Assignment #2: Choose a nursery rhyme and another rhyming book. Write up two or three minilesson ideas using these texts. Be prepared to share and hand in, along with the text (if possible). For January 23

23. Bibliography • Creating Strategic Readers by Valerie Ellery • Conversations by Regie Routman • The Reading Teacher, October 2007 (vocabulary articles) • Bringing Words to Life: Robust Vocabulary Instruction by Beck et al. • The Vocabulary Book by Michael Graves • Teaching Vocabulary to Improve Reading Comprehension by William Nagy • Sheila Rae, the Brave by Kevin Henkes