Embedded Files
Goal
Goal
Know - Explicit instruction of vocabulary helps students to make meaning of text/content.
Know - Explicit instruction of vocabulary helps students to make meaning of text/content.
Understand - A student’s vocabulary impacts his/her ability to effectively read, write, listen, and speak.
Understand - A student’s vocabulary impacts his/her ability to effectively read, write, listen, and speak.
Do - Apply high yield routines/strategies for vocabulary learning.
Do - Apply high yield routines/strategies for vocabulary learning.
Content
Content
In reflecting on Scarborough’s Reading Rope, we recognize how Vocabulary Knowledge is a critical strand in the development of confident and capable readers.
In reflecting on Scarborough’s Reading Rope, we recognize how Vocabulary Knowledge is a critical strand in the development of confident and capable readers.
Step One
Step One
As you ready your brain to view an “Expert Minute” with Dr. Anita Archer, think about the term, “Explicit Instruction.”
As you ready your brain to view an “Expert Minute” with Dr. Anita Archer, think about the term, “Explicit Instruction.”
Make a list of at least three words that come to mind.
Make a list of at least three words that come to mind.
“Expert Minute” with Dr. Anita Archer
“Expert Minute” with Dr. Anita Archer
During and after viewing the content, think about your key terms.
During and after viewing the content, think about your key terms.
What connections can you make?
What connections can you make?
How might you modify your list?
How might you modify your list?
Step Two
Step Two
View a second short video (linked below) in which Dr. Archer demonstrates an explicit revisit of three key terms following an interactive read aloud.
View a second short video (linked below) in which Dr. Archer demonstrates an explicit revisit of three key terms following an interactive read aloud.
For one of the key terms, make a tally mark for every time Dr. Archer has the students say the vocabulary word. What do you notice?
For one of the key terms, make a tally mark for every time Dr. Archer has the students say the vocabulary word. What do you notice?
As you watch, think about what resonates with you and why.
As you watch, think about what resonates with you and why.
Demonstration Video of Explicit Vocabulary Instruction ~Dr. Anita Archer
Demonstration Video of Explicit Vocabulary Instruction ~Dr. Anita Archer
Step Three
Step Three
Think about a read-aloud or content lesson you plan to share during the first unit of study.
Think about a read-aloud or content lesson you plan to share during the first unit of study.
What keywords will you explicitly teach?
What keywords will you explicitly teach?
What strategies will you embed as part of Before, During, and After interactions to help students acquire, make meaning, and deepen their understanding?
What strategies will you embed as part of Before, During, and After interactions to help students acquire, make meaning, and deepen their understanding?
Interaction/Try-out/Sandbox
Interaction/Try-out/Sandbox
Step Four
Step Four
Consider exploring these additional resources of particular interest to you...
Consider exploring these additional resources of particular interest to you...
This resource is in the Guided Reading Symposium Google Classroom. If you're not already enrolled, please use this code to join: 24su7i2
Evidence
Evidence
Revise or plan a lesson to leverage vocabulary learning through explicit instruction.
Revise or plan a lesson to leverage vocabulary learning through explicit instruction.
Include a link to your lesson plan in your Individual Professional Learning Plan.
Include a link to your lesson plan in your Individual Professional Learning Plan.
Special thanks to Linda Baughman and Michelle Trostle for creating this module.
Special thanks to Linda Baughman and Michelle Trostle for creating this module.
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