Streaming Session
Recorded SessionContent, Time & Process:
- 3 minutes: Welcome and background, outline the session objectives.
- 8 minutes: Present an overview of Linea Ehri's five reading phases and how vocabulary development is woven within each phase
- 8 minutes: Utilizing a rally-robing format, participants work in pairs to practice 5 different vocabulary activities for use before-reading
- 8 minutes: Using a rally-coach format with should partners, participants will choose up to 5 vocabulary words in a text that can be taught via context clues while reading - 1 participant is the coach and 1 is the teacher.
- 8 minutes – Using a timed-pair-share format, participants work in groups of four to demonstrate instructional formats for teaching vocabulary words after reading.
- 8 minutes – Using a 4 corners structure, participants will differentiate and determine which words in a text are most appropriate to be taught before-, during-, or after reading instruction.
- 6-8 minutes - Provide developmental and categorical succession of scaffolds and materials appropriate for differentiating instruction in whole- or small-groups.
- 5 minutes – Closing, reflection on new learning, and identify next steps for immediate implementation
- 3-4 minutes – informal discussion/q and a
After this session, participants will be able to:
1. Determine how to provide standards-based reading strategies based on the development of language and vocabulary skills.
2. Differentiate and implement appropriate scaffolds along a developmental continuum of vocabulary proficiency.
3. Implement numerous vocabulary instructional strategies to be use before- during- and after reading text.
4. Adjust a variety of scaffolds for any striving reader needing instructional accommodations.
5. Modify and differentiate vocabulary strategies and activities for diverse learners.
Brooks, G., Clenton, J. & Fraser, S. (2023). Exploring the importance of vocabulary for English as an Additional language learners’ reading comprehension. In EAL Research for the Classroom, pp. 35-58. London: Routlage.
Dong, Y., Tang, Y., Chow, B. W. Y., Wang, W. & Dong, W. Y. Contribution of vocabulary knowledge to reading comprehension: A meta-analysis. (2020). Frontiers in Psychology, 11(1-15).
Hadley, E. B. & Mendez, K. Z. (2021). A systematic review of word selection in early childhood vocabulary instruction. Early Childhood Research Quarterly, 54(1), 44-59.
Leona, N. L., van Koert, M. J. H., vad der Molen, M. W., Respens, J. E., Tijms, J. & Snellings, P. (2021). Explaining individual differences in young English language learners’ vocabulary knowledge: The role of extramural English exposure and motivation. System, 96, 1-13.
Manyak, P.C., Manyak, A.M. & Kappus, E.M. (2021). Lessons from a decade of research on multifaceted vocabulary instruction. The Reading Teacher, 75(1), 27-39.
McKeown, M. G. (2019). Effective vocabulary instruction fosters knowing words, using words, and understanding how words work. Language, Speech, and Hearing Services in Schools, 50(4), 466-476.
Wei, L. (2021). Teaching academic vocabulary to English language learners (ELLs). Theory & Practice in Language Studies, 11(12), 1507-1514.
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