TEACHING CONTENT AREA VOCABULARY
H810-C
Becky Brown, Caroline Hendryx, Valerie Spencer, Dan Sussman
WORKSHOP PURPOSE AND AGENDA
Overlooked Point of Entry to Vocabulary Instruction
Consideration of ELA as a Content Area Agenda:
6:00-6:05: Introduction 6:05-6:15: Activity in Small groups 6:15-6:25: Small Group Presentations and Discussion
6:25-6:30: Conclusion and Reflection
DEFINITION OF TEACHING VOCABULARY
Teaching vocabulary in a content area means expanding students' access to word meanings in order to maximize the learning that occurs as they construct their understanding of the content through reading, writing, listening, and speaking activities.
WORKSHOP FOCUS: WHAT IS ELA CONTENT AREA VOCABULARY, AND HOW IS IT SELECTED?
WORKSHOP FOCUS: WHAT IS ELA CONTENT AREA VOCABULARY, AND HOW IS IT SELECTED?
If reading comprehension is taught in all content areas, what is the vocabulary that is specifically needed in Language Arts?
Is the process of vocabulary selection different for different content areas?
CRITICAL IDEAS, ISSUES, AND QUESTIONS
Challenges of Content Area Vocabulary Copious Vocabulary Abstractness of Content Area Vocabulary Multiple-Meaning Words New Labels for Unknown Words
Do all of these apply to ELA vocabulary?
In limited classroom time, what are the most essential words for students to learn in an ELA class?
There are multiple entry points for selecting vocabulary in the ELA classroom
ACTIVITY: VOCABULARY SELECTION
Group 1: Words For Reading Comprehension April, Michael, Haslinda
Group 2: Words For a Literary Learning Goal Setting Magdalena, Jenny, Kelsey
Group 3: Words for General Academic Vocabulary Melissa, Alicia, Kirstin, Anna
SHARING
What do you notice about the word lists?
What challenges did you experience in picking the words?
DISCUSSION
What words did your group select? Why?
CONCLUDING REMARKS
Content Area Literacy Teaching for Understanding Inquiry as Reading and Writing Pre, Guided, and Post Learning Knowledge of the Reader Knowledge of the Text Independent Strategies
REFLECTION Considering the activity, select one of the following questions and jot down your answers individually Focus on one of the three presented perspectives (one that you found the most or least valuable). Consider how they could work or clash with each other. What kind of perspective do you take in your own teaching, and what perspective have you seen your colleagues take?