The Importance of Explicitly Teaching Academic Vocabulary by Dr. Jeanne A. Iman A Harvey Scholarship Recipient, 2009 University of La Verne - PowerPoint PPT Presentation

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The Importance of Explicitly Teaching Academic Vocabulary by Dr. Jeanne A. Iman A Harvey Scholarship Recipient, 2009 University of La Verne

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Why Teach Academic Vocabulary in the Oceanside Unified School District? ... Take time to collaborate and incorporate best strategies within the school day ... – PowerPoint PPT presentation

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Title: The Importance of Explicitly Teaching Academic Vocabulary by Dr. Jeanne A. Iman A Harvey Scholarship Recipient, 2009 University of La Verne


1
The Importance of Explicitly Teaching Academic
Vocabulary by Dr. Jeanne A. Iman A Harvey
Scholarship Recipient, 2009 University of La Verne
  • Vocabulary knowledge is a significant and
    constant predictor of overall reading
    comprehension irrespective of grade level
  • Yonanoff, Duesberry, Alonzeo Tindal, 2005

2
Objectives for Presentation
  • Why Teach Academic Vocabulary in the Oceanside
    Unified School District?
  • Research of Academic Vocabulary and Reading
    Comprehension
  • The Academic Vocabulary Program in the Oceanside
    Unified School District
  • Protocols to ensure accountability
  • Last minute thoughts.

3
Why Teach Academic Vocabulary in OUSD?
  • OUSD has 16 elementary schools, 4 middle schools,
    2 comprehensive high schools, and one alternative
    high school
  • OUSD is a Program Improvement (PI) School
    District 3rd year 10 schools in PI
  • PI status means the district is not meeting
    adequate yearly progress in either LA or Math
    within one or more subgroups of students, in one
    or more schools in the district

4
Why Teach Academic Vocabulary in OUSD?
  • An outside agency determined we were consistently
    inconsistent in our approach to teaching language
    arts across schools
  • The outside agency determined we were
    consistently demonstrating poor test scores in
    reading comprehension
  • What attributes to high reading comprehension?

5
Research of Academic Vocabulary and Reading
Comprehension
  • Vocabulary knowledge is a significant and
    constant predictor of overall reading
    comprehension irrespective of grade level
    Yonanoff, et al, 2005.
  • An abundance of research supports the
    connections between vocabulary, particularly
    academic vocabulary and reading comprehension-
    Iman, 2009.
  • If children are not reading fluently at grade
    level by the 4th grade, odds are they never will
    Sebastian, 2003.
  • There are 39 research proven strategies to teach
    vocabulary effectively in grades K-12 Iman,
    2009.

6
The First Steps to Implement Vocabulary in OUSD
  • OUSD selected a few, most accessible strategies
    for teachers to explicitly teach vocabulary
  • Taken from Dr. Kate Kinsella
  • Say and pronounce the word
  • Explain the meaning of the word
  • Provide multiple examples of the word
  • Use a sentence stem or sentence starter to
    emphasize the meaning
  • Assess the meaning of the word

7
The First Steps to Implement Academic Vocabulary
in OUSD
  • Staff development on the First Five Steps
  • Posters in every classroom (Five Steps)
  • Formal walk-throughs in every school, in every
    classroom, three times a year, using protocols
  • Action Plan/Revisions/Discussions with the
    Outside Agency, District Administrators, and
    Teachers

8
Continued Development of the OUSD Vocabulary
Program
  • Schools were beginning to develop their own
    lists, their own interpretation of academic
    vocabulary Consistently, inconsistent?
  • Schools were beginning to ask for assistance with
    sentence stems, sentence starters, proper word
    meanings, etc.
  • Task of OUSD- Develop a K-10 Vocabulary Program
    for all schools

9
The OUSD Vocabulary Program/Protocol
  • Summer of 2009- Without the outside agency
  • Input from teachers across the district
  • Research- Expand the strategies
  • Longman Dictionaries
  • Time, energy, and diligence
  • In-House Staff Development for Administrators in
    August 2009
  • In-House Staff Development for all teachers in
    August 2009

10
The OUSD Vocabulary Program/Protocol
  • 20 24 words per grade level
  • Pronunciation
  • Syllabication
  • Part of Speech
  • Synonyms, Antonyms
  • Morphology- Prefix, Suffix, Root word
  • Definition
  • Examples
  • Oral Practice
  • Written Practice

11
The OUSD Vocabulary Program/Protocol- An Example
in Kindergarten
  • Word Agree
  • Pronunciation egri
  • Syllabication a.gree
  • Part of speech verb
  • Definition To have the same opinion as someone
    else
  • Synonym concur
  • Antonym - disagree

12
The OUSD Vocabulary Program/Protocol- An Example
in Kindergarten
  • Example- If you agree with someone, you think
    what they say is right. Mary and I agree the
    answer is ten.
  • Oral Practice- We all agree there are 15 children
    in our class today. My mom agrees with me, that I
    have a wonderful teacher.
  • Written Practice We all agree there are_____
    children in our class today. My mom agrees with
    me, that I am_______________.
  • Morphology- agrees, agreeable, agreed, agreement,
    etc.

13
Protocols for Accountability
  • Protocols are used during formal walk-throughs,
    three times a year with a team of teachers,
    administrators, and an outside agency member
  • In-between walk-throughs with the Principal and a
    Director from OUSD for coaching opportunities
  • Increasing explicit teacher instruction and
    student engagement

14
Results
  • 5 increase in State test scores in Language Arts
    in all student populations
  • Increased awareness and staff development of
    vocabulary instruction
  • A refined, more specific, and targeted program
    for all students in OUSD

15
Last Minute Thoughts
  • Learn and implement best practices for vocabulary
    development
  • Take time to collaborate and incorporate best
    strategies within the school day
  • Make connections to word meanings through every
    day life activities
  • Rich vocabulary creates rich readers
  • Teaching vocabulary as early as Kindergarten
    ensures a more competent reader sooner than later
  • Be purposeful in your explicit instruction of
    academic vocabulary!

16
Questions?
  • Thank you for your time!!
  • Jeanne
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