Transcript Reading in the Classroom for Teachers

Reading in the Classroom
for Teachers
Did You Know…
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There are two types of vocabulary. Oral
vocabulary refers to words that we use in
speaking or recognize in listening. Reading
vocabulary refers to words we recognize or
use in print.
Vocabulary is an essential aspect of
background knowledge.
A single exposure to words through preteaching is not nearly as valuable as multiple
opportunities to learn the meaning of words,
encounter them in print, hear them from the
teacher, and other students, and practice
using them.
Reading 15 minutes a day will increase a
student’s vocabulary by 1,000 words in a
year!
Children’s books expose you to more
challenging vocabulary than do prime-time
adult TV shows.
Resources:
Building Academic Vocabulary Teacher’s Manual 2005
Research-Based Reading Methods of Reading Instruction2004
A Six-Step Process for Teaching
Vocabulary
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Provide a description of the new term.
Ask students to restate the description in
their own words in writing.
Ask students to make a picture
representing the term.
Engage students periodically in review
activities.
Periodically ask students to discuss terms
with one another.
Involve students in games that let them
play with terms.
Teaching vocabulary is like giving our students a
vitamin to help with their reading
comprehension. Teach one a day and
watch your readers grow stronger!
Vocabulary Support for You
If you would like Amy to come in and model this
six-step process in your room, e-mail at
[email protected] .
Reading At School for Administrators
Did You Know:
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Vocabulary is the knowledge of words we
need to communicate effectively.
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Oral vocabulary refers to words that we use
in speaking or recognize in writing.
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Reading vocabulary refers to words we
recognize in print.
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Good vocabulary instruction provides
multiple exposures through rich and varied
activities to meaningful information about the
word.
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Building Academic Vocabulary Teacher’s
Manual is a resource for teachers to teach a
systematic vocabulary program through
teaching academic terms. This resource
was developed by Robert J. Marzano and
Debra J. Pickering
Resources:
Building Academic Vocabulary Teacher’s
Manual, 2005
Research-Based Methods of Reading Instruction
, 2004
Impact of Direct Academic Vocabulary Instruction
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Research shows a student in the 50th percentile in
terms of ability to comprehend the subject matter
taught in school, with no direct vocabulary
instruction, scores in the 50th percentile ranking.
The same student, after specific content-area terms
have been taught in a specific way, raises his/her
comprehension ability to the 83rd percentile.
Why?
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People’s knowledge of any topic is
encapsulated in the vocabulary they know
that are relevant to the topic.
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The more student’s know about the
vocabulary introduced in their school
subjects, the easier it is for them to
understand information they may read or
hear about the topic.
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Knowledge of important vocabulary is critical
to understanding any subject.
Vocabulary Support for You
If you would like Amy to support you in your
learning of effective vocabulary instruction
for you or your teachers through inservicing, walk-thru’s, modeling, or
conversation, e-mail [email protected]
.
Reading At Home
Did You Know…
 There are two types of vocabulary. Oral
vocabulary refers to words that we use in
speaking or recognize in listening.
Reading vocabulary refers to words we
recognize or use in print.
 Vocabulary is the tool that unlocks the
meaning of text.
 Reading 15 minutes a day will increase a
child’s vocabulary by 1,000 words in a
year!
 Reading is a helpful means for improving
word knowledge, many of the children
with the poorest vocabularies are also
those who read the least.
Resources:
Research-Based Reading Methods of Reading
Instruction, 2004
Strategies for engaging parents in home support of
reading acquisition, 2005
Vocabulary At Home
To support the development of vocabulary
you can:
 Talk with your child about daily events
and about books you read together.
 Read many different kinds of books with
your child.
 Talk about how pictures and text in a
book support each other.
 Use word lists provided by your child’s
teacher in natural conversations.
 Search for new words in texts and look
them up in the dictionary.
 Help your child learn new words based
on hobbies or interests.
 Vocabulary can be developed indirectly
when children talk, listen to adults read,
and read extensively on their own.
 Vocabulary can also be developed by
being taught individual words and word
learning strategies.
Reading With Children
For Paraprofessionals
Did You Know:
Developing Vocabulary Tips for You:
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There are two types of vocabulary. Oral
vocabulary refers to words that we use in
speaking or recognize in listening.
Reading vocabulary refers to words we
recognize or use in print.
Good vocabulary instruction helps
children gain ownership over words.
A single exposure to words through preteaching is not nearly as valuable as
multiple opportunities to learn the
meaning of words, encounter them in
print, hear them from the teacher and
other children, and practice using them.
Reading is a helpful means for improving
word knowledge, many of the children
with the poorest vocabularies are also
those who read the least.
Resources:
Building Academic Vocabulary Teacher’s Manual,
2005
Research-Based Reading Methods of Reading
Instructions,2004
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Reading 15 minutes a day will increase a
child’s vocabulary by 1,000 words a year!
Pick out all different kinds of reading
material that is just right for the children
you work with.
Encourage children to read whenever
they have free time.
Read with a child whenever you have
time. Talk about words the child might
not know.
Play a game! Vocabulary Charades is
great fun. In the hallway or lining up from
recess, call off a word like addition and
have the children act out (with their
bodies, no talking) what the word means.
Continue calling new words until it’s time
to go. It’s a great attention getter and
encourages word learning, too!