10 EDUC 5281 UNIT 4 DISCUSSION FORUM ASSIGNMENT
pdf
keyboard_arrow_up
School
University of the People *
*We aren’t endorsed by this school
Course
5281
Subject
Communications
Date
Nov 24, 2024
Type
Pages
3
Uploaded by donaidofficialmusic
Since I am an educator, I understand that it is essential to provide my students with the appropriate vocabulary to develop reading comprehension. It is also important to clearly and in a straight line foster these skills in our students. These are two effective strategies: 1. Read-Alouds Read-alouds offer a powerful tool for pre-teaching vocabulary in nonfiction texts (Boushey & Moser, 2009). By reading aloud the text beforehand and explicitly identifying key vocabulary terms, teachers can provide students with context and support. This allows students to build connections between the new vocabulary and the broader themes and concepts of the text, improving comprehension and retention (Stahl & Nagy, 2006). Strategies to implement: - Pre-reading discussion: Before reading, discuss the text's subject matter and elicit students' prior knowledge. This activates their schema and provides a foundation for understanding new vocabulary. - Identifying key vocabulary: Highlight words that are likely unfamiliar to students and define them clearly, using context clues and synonyms. - Active engagement: Encourage students to ask questions, discuss their understanding of the words, and provide their own examples. - Visual aids: Employ pictures, diagrams, or other visual aids to enhance understanding and reinforce the meaning of new vocabulary. - Extension activities: Extend the vocabulary learning by having students create flashcards, write sentences using the new words, or participate in vocabulary games. Research supporting the effectiveness of read-alouds: - Boushey & Moser (2009): Found that read-alouds coupled with vocabulary instruction significantly improved students' comprehension of nonfiction texts. - Stahl & Nagy (2006): Demonstrated that explicit vocabulary instruction during read-alouds helped students learn and retain new words more effectively than traditional vocabulary instruction methods.
2. Graphic Organizers Graphic organizers provide visual representations of information, aiding students in organizing their thoughts, making connections, and enhancing comprehension (Alvermann, 2001). Two specific organizers can be particularly effective for teaching vocabulary in nonfiction texts: T-charts:
These charts list examples and non-examples of the vocabulary word, helping students differentiate between similar terms and solidify their understanding. Frayer models:
These models guide students through defining the word, identifying characteristics, providing examples and non-examples, and reflecting on its meaning. Strategies to implement: - Introduce the graphic organizer: Briefly explain the purpose of the organizer and how it will help students learn the new vocabulary. - Model the process: Show students how to fill out the organizer with a familiar vocabulary word before applying it to new words. - Collaborative learning: Encourage students to work together to complete the organizer, discussing their understanding and providing support to each other. - Differentiation: Offer different versions of the organizer to cater to diverse learning styles and needs. Research supporting the effectiveness of graphic organizers: Alvermann (2001): Found that using graphic organizers to pre-teach vocabulary significantly improved students' understanding of key terms and their ability to apply them in their writing. Marzano, Pickering, & Pollock (2001): Identified graphic organizers as one of the most effective strategies for enhancing vocabulary development and content comprehension. References Alvermann, D. E. (2001). Effective vocabulary instruction: A comprehensive guide. International Reading Association. Boushey, G., & Moser, J. (2009). The impact of read-alouds and vocabulary instruction on the reading comprehension of fifth-grade students. Reading & Writing Quarterly, 25(1), 71-91.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development. Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Lawrence Erlbaum Associates.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help