Transcript Learning Words Inside and Out: Chapter 6 Make it a

Learning Words Inside & Out
Make It a Priority:
Creating a Schoolwide Focus on
Word Learning
Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary
Instruction That Boosts Achievement in All Subject Areas.
Portsmouth, NH: Heinemann.
Today’s Purpose
Prioritizing
Vocabulary:
Words of the
Week and
Wide
Reading
The school
has
implemented
the plan and
teachers
receiv e
regular
prof essional
dev elopment
to ref ine
practice.
The school
has created a
plan f or
schoolwide
v ocabulary
and wide
reading (SSR
and
independent
reading)
The school
has created a
plan f or either
schoolwide
v ocabulary
OR wide
reading.
The school is
study ing
schoolwide
v ocabulary
and wide
reading f or
f uture
planning.
There is no
plan, and no
current
initiativ e to
examine
these
schoolwide
practices.
Today we will discuss schoolwide approaches for promoting
vocabulary learning.
Why Go Schoolwide?
• Schoolwide focus is one of the most
important actions a elementary school
can take to improve achievement
(Reeves, 2000)
• Focus on literacy schoolwide leads to
long-term improvement in climate and
achievement (Fisher & Frey, 2007)
Two Schoolwide Initiatives
• Words of the Week (WOW
Words) to focus on highfrequency words and words
with common affixes, roots,
and bases
• Wide Reading to build
background, increase
exposure, and foster interest
in reading
Words of the Week
• Five words a week (mal: bad)
– malice, malign, malodorous, malady, malnourished
• Grouped by affix or derivation
• Grade levels propose words
• Goal is to build vocabulary and teach patterns
for unfamiliar words
• Consider creating separate K–2 and 3–6 lists.
• Primary lists can draw from Dolch and Ogden
Basic English word lists
Ideas for Extending WOW Efforts
• Post the words on classroom word walls
• Extra credit for using WOW words in
writing
• Post words each week on school
website and in newsletter
• Use words in games (Bingo, Password,
Concentration)
• Others?
Incidental Learning Through
Wide Reading
• Cumulative effect of reading:
60 minutes per day x 5 days a week=
2,250,000 words per year
• 2,250 words learned per year this way
(Mason, Stahl, Au & Herman, 2003)
A bargain, considering that only
300–500 words can be taught directly each year
Who benefits? How?
• Text must be at independent
level (you can’t learn from
books you can’t read)
• Older readers learn more
words than younger readers
• Stronger readers learn more
words than struggling readers
(Matthew Effect)
• The words they are likely to
learn are those they know a
little bit about
8 Factors for SSR
•
•
•
•
•
•
•
•
Access
Appeal
Environment
Encouragement
Staff training
Non-accountability
Follow-up activities
Distributed time to read
Pilgreen, J. (2000). The Sustained Silent Reading Handbook. Portsmouth, NH: Heinemann
Independent Reading
• Choice
• Relevance
• Differentiation
Table Talk
How would we measure
the success of a widereading effort?
Next Steps
• What are we currently doing that works
well?
• What are the areas in need of
improvement?
• How should we collaborate with one
another within and across grade levels?