Instructional Practices
Use activities to pre-teach concepts, then explicitly pre-teach essential content vocabulary
Model use of proven, research based strategies that deepen understanding of word meaning so that students:
- use context clues to decode words
- use knowledge of word parts to understand words
Provide multiple practices using essential vocabulary as the professional or specialist would
Teach the use of graphic organizers that support concept and vocabulary development
Use Semantic Feature Analysis
Routinely involve students in goal setting and refl ection about their learning
Routinely use short cycle feedback to
Resources
Link to strategies at www.portaportal.com guest name: universalelements
Allen, J. (1999) Words, words, words: Teaching vocabulary in grades 4-12. Portland, ME: Stenhouse.
Beck, I., McKeown, M., and Kucan, L. (2002) Bringing words to life: Robust vocabulary instruction. NY: Guilford.
Marzano, R. (2004) Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD.
Murray, M. (2004)Teaching mathematics vocabulary in context. Portsmouth, NH: Heinemann.
Paynter, D. E., Bodrova, E., & Doty, J. K. (2005). For the love of words: Vocabulary instruction that works. San Francisco: Jossey-Bass.
Vocab
- Science content, explains the process for anyone
