Results for category: Vocabulary
MCVIP – A Multi-Faceted, Comprehensive Vocabulary Instruction Program
By Baumann, Manyak, Blachowicz, Graves, Arner, Bates, Cieply, Davis, Peterson, & Olejnik
MCVIP is a research and development project funded by the U.S. Department of Education’s Institute of Education Sciences. MCVIP is based on Graves’s (2006, 2009) four-component vocabularyprogram, which includes “(1) providing rich and varied language experiences; (2) teaching individual words; (3) teaching […]
Read More....Making the Most of Web 2.0 Tools
By Jill Castek
The use of digital media in vocabulary learning should not only be receptive (e.g., viewing vocabulary graphics), but also generative (actively engaging students in using language and media to express themselves and to create products that represent their new knowledge). This type of vocabulary learning empowers students as agents of their own learning. […]
Read More....Teach Students the All-Purpose Academic Word List
By Alice Thomas
The Academic Word List (AWL) consists of 570 word families that occur reasonably frequently over a wide range of academic texts. The list was developed and evaluated by Averil Coxhead for her MA thesis (Coxhead, 2000). The AWL word families were selected according to range and frequency. For range, the word families had […]
Read More....Modeling Word Solving
By Nancy Frey and Douglas Fisher
Although selecting words worthy of being taught is one of the hardest things about explicit vocabulary instruction, modeling is one of the most underutilized instructional routines for ensuring students’ progress in word knowledge and word solving. Modeling word solving strategies does not focus on specific words, but rather the skills […]
Read More....“Sequestration” and the Complexity of Word Knowledge
By Susan Ebbers
Sequestration is upon us. Specific budget cuts will be announced, and for each nonexempt federal program, this will be carried out by some kind of Edward Sequester Hands. The incisions will be felt most by the unemployed and the furloughed, and I expect they won’t be happy about it. In fact, the tune […]
Read More....Selecting Words: An Important Consideration in Explicit Vocabulary Instruction
By Douglas Fisher and Nancy Frey
There are a number of instructional components required for students to really learn words. It’s not simply a matter of assigning words, having students define those words, and then testing them on the words. Rather, the evidence suggests that students need explicit instruction in word meanings, repeated exposure to words, […]
Read More....Tips on Teaching Individual Words
By Michael Graves
After working for nearly 50 years as an educator, I am all too frequently chagrined by how much we do not know, by how many questions about teaching remain unanswered. But there is one thing we absolutely do know: We know how to effectively teach individual words!
Effective Instruction on Individual Words
To understand what […]
Read More....Building Vocabulary Through Morphemes: Using Word Parts To Unlock Meaning
By Alice Thomas
Direct instruction of the most common morphemes (prefixes, suffixes, and root words) can greatly enhance and build the vocabulary and reading comprehension of all students, especially struggling readers. Once students become familiar with the most common morphemes, they can then use their knowledge of word parts to help determine meaning when they encounter […]
Read More....Word Harvesting: Using Authentic Literature As The Source For Vocabulary Learning
By Timothy Rasinsk
Have you ever seen a writing rubric that doesn’t include “word choice” as one of the criteria against which to assess the quality of students’ writing? Word choice goes beyond students’ writing. Published authors themselves, whether of adult or children’s literature, choose interesting words to improve their writing. Thus, it stands to reason […]
Read More....Implications Of A Prefix
By Vicki Gibson, Ph.D.
At-risk readers and writers benefit the most from explicit vocabulary instruction in every subject area (Baumann and Kame’enui, 2006). What makes a lesson explicit? Consider the implications of one prefix in particular: Originating from Latin, the prefix pre– means ‘before or prior to, in advance of or coming beforehand’ (Webster’s New Universal […]
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