Embed Size (px)
DESCRIPTION
Institute of Education Sciences Adolescent Literacy Practice Guide. Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong. Research Includes Students From: Upper Elementary Middle/High School Diverse Geographic and Socioeconomic backgrounds. - PowerPoint PPT Presentation
Citation preview
University of Oregon • College of Education • Center on Teaching and Learning CTL1
Recommendation 1
Provide Explicit Vocabulary Instruction
Level of Evidence: Strong
Institute of Education SciencesAdolescent Literacy Practice Guide
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL2
Research Includes Students From:
• Upper Elementary• Middle/High School• Diverse Geographic
and Socioeconomic
backgrounds
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL3
• Recommendations For Teachers Of: Reading and
language arts classes
Content area classes such as social studies and science
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL4
• All studies show effects on increased vocabulary learning.
• Only mixed results on effect of explicit vocabulary instruction on general measures of comprehension.
• Hypothesis: Whereas limited vocabulary interferes with comprehension, additional literacy skills are needed for successful reading comprehension.
Caveat to Interpreting Research on Caveat to Interpreting Research on Vocabulary InstructionVocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL5
Vocabulary carries a large share of the meaning in content area texts.
Implication:Implication:
Integrating explicit vocabulary instruction into subject areas enhances
students’ ability to acquire textbook vocabulary.
Research to Support the RecommendationResearch to Support the Recommendation
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL6
A meta-analysis indicates the probability of learning meanings of new words while reading
is relatively low--about 15%.
Implication:Implication:
Explicit vocabulary instruction is needed to ensure all students acquire print vocabulary
needed for academic success.
Research to Support the RecommendationResearch to Support the Recommendation
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL7
Words are best learned through repeated exposure in multiple contexts and domains.
Research to Support the RecommendationResearch to Support the Recommendation
Implication:Implication:
Many content area texts contain specialized vocabulary students may not encounter outside
their textbooks. Therefore, repeated exposures in varying contexts must be planned.
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL8
Explicit Vocabulary InstructionExplicit Vocabulary InstructionTwo Major Approaches: Two Major Approaches:
Instruction in Strategies to Promote Independent Vocabulary Acquisition
Skills
Direct Instruction in Word Meanings
The two approaches are complementary rather than The two approaches are complementary rather than conflicting. conflicting.
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL9
How to Carry Out the How to Carry Out the RecommendationRecommendation
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL10
1. Dedicate a portion of each regular classroom lesson to explicit vocabulary instruction.
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL11
2. Use repeated exposure to new words in multiple oral and written contexts and allow sufficient practice opportunities.
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL12
3. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussions, writing, and extended reading.
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL13
4. Provide students with strategies to make them independent vocabulary learners.
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL14
Steps for Carrying Out the Recommendation
1. Dedicate a portion of regular classroom lessons to explicit vocabulary instruction.
2. Use repeated exposures to new words in multiple oral and written contexts and allow sufficient practice.
3. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussion, writing and extended reading.
4. Provide students with strategies to make them independent vocabulary learners.
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL15
Other ConsiderationsOther Considerations
• Criteria for Selecting Words for Explicit Vocabulary Instruction: Literary Text
• Tiered categories of words - Tier I, Tier II, Tier III• Tier II words are focus of explicit instruction
Content Materials• Select on the basis of how important the words are
for learning in the particular discipline
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
IES Adolescent Literacy RecommendationsRecommendation 1Recommendation 1
Provide Explicit Vocabulary InstructionProvide Explicit Vocabulary Instruction
University of Oregon • College of Education • Center on Teaching and LearningUniversity of Oregon • College of Education • Center on Teaching and Learning CTL16
Other ConsiderationsOther Considerations
• Although explicitly teaching vocabulary in each content area lesson requiring reading will take a few minutes of additional time…it will pay substantial dividends for student learning in the long run.
