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Improving Vocabulary Instruction  TED 406 Teaching Secondary Reading Jill Aguilar
How many words do students need to know? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Four-Part Vocabulary Program  Graves, M.F. (2006).  The Vocabulary Book: Learning and Instruction. ,[object Object],[object Object],[object Object],[object Object]
Four Essential Classroom Components ,[object Object],[object Object],[object Object],[object Object]
Teaching Specific Words ,[object Object],[object Object],[object Object]
Teaching Independent Word Learning Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],Vacca, R. T., & Vacca, J. L. (2008).   Content Area Reading: Literacy and Learning Across the Curriculum  p. 142 .  Boston: Pearson, Allyn and Bacon.
Selecting Words to Teach  (Graves 2006) ,[object Object],[object Object],[object Object],[object Object]
Usefulness and Frequency  (Beck 2002) ,[object Object],[object Object],[object Object]
Some Criteria for Identifying Tier Two Words (Beck et al., 2002, p. 19) ,[object Object],[object Object],[object Object]
Types of Vocabulary Found in Textbooks ,[object Object],[object Object],[object Object],Vacca, R. T., & Vacca, J. L. (2008).   Content Area Reading,  p. 145 .
Which content areas include the terms in the lists below? Vacca, R. T., & Vacca, J. L. (2008).   Content Area Reading,  p. 145 . octogon hemisphere decagon hexagon bisect equilateral quadrilateral pentagon polyunsaturated glycogen monosaccharide hydrogenation enzymes lyzine cellulose metaphor allusion irony paradox symbolism imagery simile prestissimo adagio larghetto presto allegro largo andante tempo nationalism imperialism naturalism instrumentalism isolationist radicalism fundamentalist anarchy
Why Not Teach All Unknown Words in a Text? (Armbruster, Lehr, & Osborn, 2001) ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],Sublist 1 analyze approach area assess assume authority available benefit concept consist constitute context contract create data define derive distribute economy environment establish estimate evident export factor finance formula function identify income indicate individual interpret involve issue labor legal legislate major method occur percent period policy principle proceed process require research respond role section sector significant similar source specific structure theory vary Coxhead, A. (2000). A new academic word list.  TESOL Quarterly, 34,  213-238.
Teaching Independent Word Learning Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of morphologically rich families* ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],*Coxhead, A. (2000).  A new academic word list.  TESOL  Quarterly,  34, 213-238.
Examples of “strong” cognates:  1st Sub-List of the Academic Word List ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Characteristics of Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object],[object Object]
Characteristics of Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object],[object Object]
Characteristics of Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object]
Six Steps to Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object],[object Object]
Six Steps to Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object],[object Object]

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  • 1. Improving Vocabulary Instruction TED 406 Teaching Secondary Reading Jill Aguilar
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  • 12. Which content areas include the terms in the lists below? Vacca, R. T., & Vacca, J. L. (2008). Content Area Reading, p. 145 . octogon hemisphere decagon hexagon bisect equilateral quadrilateral pentagon polyunsaturated glycogen monosaccharide hydrogenation enzymes lyzine cellulose metaphor allusion irony paradox symbolism imagery simile prestissimo adagio larghetto presto allegro largo andante tempo nationalism imperialism naturalism instrumentalism isolationist radicalism fundamentalist anarchy
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Notes de l'éditeur

  1. Introductions Good morning. I’m (name and title) with the Communications department and today we’d like to tell you about our organization and what we do. First I’d like to introduce my colleague(s) . . . I’d also like to go around the room and have each of you introduce yourselves and let us know your position and department here at the Chancellor’s Office. Brand Exercise As the creative arm of the organization, we’re going to start off by getting you up and on your feet. I’d like to have everyone stand up. Now, close your eyes. I want you to take a moment to think about a brand. It can be anything, whatever comes right to the top of your mind. Got it? Now, open your eyes and you can be seated. Here’s the quiz: by a show of hands, how many of you thought of the CSU? Anyone? Any winners of our grand prize? (CSU padfolio) (Assuming no one chose the CSU) That is why we’re here today and why we’ve titled our presentation: (go to first slide)