microzuloo.blogg.se - Ultimate vocabulary 2014

To support this, we can teach students to self-monitor for unknown words, and we can teach strategies for inferring their meanings.

Nancy Hennessy, in her book The Reading Comprehension Blueprint, calls this teaching style “incidentally-on-purpose” and I love the intentionalityĪs the demands for reading to learn increase, students will inevitably encounter new vocabulary in their independent reading. We don’t need to spend valuable instructional time on these words, but it is worth a brief explanation to help expand In contrast to words we teach deeply, we can teach many other words quickly by giving a synonym, a quick definition, or an example.

They are difficult to learn from context and require more than a brief explanationĮach Voyager Passport ® Read to Understand lesson includes three Tier 2 vocabulary words that are explicitly taught before reading.

They are likely to come up in other books, subjects, grade levels, etc.

They are critical for understanding the central themes and main ideas in the text.

Often called Tier 2 words, they share these characteristics: Research supports the idea that we can explicitly teach about 10 to 12 words per week and about three to five words per text.

So, we must be intentional about the words we teach directly, the words students encounter incidentally, and the skills we teach It is impossible to directly teach all the vocabulary words that a student needs to learn in their academic career. But how do we know which words to teach our students? And what is the best way to teach these words? Choosing rich vocabularyįor instruction, preplanning vocabulary routines, and creating a vocabulary-rich classroom are all research-based ways to promote student vocabulary development. Once a student has learned the alphabetic code, their vocabulary knowledge is the strongest predictor of reading comprehension.