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WHY: The research-based rationale in support of this Advanced Literacy strategy.
To quote Douglas Fisher, “students need to learn thousands of words per year, depending on their grade level. Teachers simply cannot directly teach all of the words students need to learn. As we will discuss later in this article, thankfully students learn a lot of words while reading. Those words reserved for instruction should be worthy of the attention. That is to say, for students to develop a depth of knowledge about words and phrases, teachers need to carefully select the words they will teach.”
HOW: Resources, materials, and support to implement this Advanced Literacy strategy.
Content Area Vocabulary Learning by Douglas Fisher and Nancy Frey
Content Area Vocabulary Learning by Douglas Fisher and Nancy Frey
This article starts with the research on the overall importance of vocabulary instruction and then has a set of questions for teachers to consider when selecting vocabulary words to teach.
Content Area Vocabulary Learning _ Reading Rockets.pdfVocabulary Learning to Enhance Reading for Understanding by Nonie Lesaux and Julie Harris
Vocabulary Learning to Enhance Reading for Understanding by Nonie Lesaux and Julie Harris
This article describes exactly what vocabulary knowledge is and provides specific examples of shifts teachers need to make in vocabulary instruction such as:
- Moving from vocabulary instruction as a stand alone strategy to organizing vocabulary instruction within a unit of study that includes reading, writing and discussion
- Moving from long lists of vocab words to a small set of useful and complex words
- Moving from teaching through memorization, spelling and worksheets to studying words using multiple methods and concepts
- Moving from relying on wide reading to build word knowledge to reading a small set of thematically linked texts to build knowledge of words and concepts
Vocabulary Learning to Engance Reading for Understanding by Nonie Lesaux and Julie Harris.pdfPage updated
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