Direct Instruction Vocabulary Strategies Literacy in the Content Areas

Transcription

1 Direct Instruction Vocabulary Strategies Literacy in the Content Areas 1

2 Indicator: High School Literacy Component: Direct Literacy Instruction across Disciplines (Content Areas) Quality Indicators Look For There is evidence that: Teachers use direct instruction to teach cognitive (i.e., reading comprehension and vocabulary) and metacognitive strategies. Teachers explicitly model comprehension strategies using discipline materials in multiple contexts. Students practice specific comprehension strategies in isolation and in context. Teachers differentiate instruction (e.g., content, process, product) to meet student needs. Teachers know students skills, reading levels, and skill deficits. Teachers require strategy use in assignments (oral and written). Direct instruction of literacy skills within the content areas Variety of instructional grouping formats (e.g., large group, small group, individual, dyad) Cooperative learning, peer assisted learning Materials written at a range of readability levels Variety of products that demonstrate student learning Use of heuristics such as reader s marks, 2-column notes, graphic organizers. Use of vocabulary, comprehension and metacognitive strategies during instruction.

3 Principles of Direct Instruction Introduction/Review Development Guided Practice Closure Independent Practice Evaluation

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5 Explicit Vocabulary Teaching Strategies Video..\Vocabulary DI\1001_vi_video_curtis1.mov

6 Basic Philosophy Points All children can learn All teachers can teach if provided with adequate training and materials Low performers and disadvantaged learners must be taught at a faster rate than typically occurs if they are to catch up to their higherperforming peers

7 Introduction/Review Gains the students attention, the hook, sets the stage the pupils are 'informed' as to what the learning goal or outcome is for the lesson and why it is important or relevant Introduce new information or building upon what has been previously learned

8 Present New Material (I do) Clear and detailed instructions will give the students the opportunity to begin absorbing new material. The material should be organized step by step with each step building on the last.

9 Lecture Method A lecture can often be the best way to introduce new material. Here are five essential steps to the lecture model: State the main points of the lecture. Introduce a main organizing idea or theme. Use examples to illustrate each idea. Use repetition to reinforce the main points. Summarize and refer back to the main organizing idea.

10 Demonstration Method Here, the teacher demonstrates the skill or principle involved in small segments. After each segment, check for understanding. Visual demonstrations will engage a greater number of students than simple auditory lecture.

11 Guided Practice (We do) the student/s attempt the skill with the assistance of the teacher and possibly other students. Typically, the teacher will take the students through the skill step by step.

12 Closure Recap the goal of the lesson Remind students of the procedure Prep students for independent practice

13 Independent Practice (You do) The teacher should closely monitor any independent practice to correct misconceptions and verify that the students have acquired the skill or knowledge. If any student has not acquired the skill, they could be practicing error. Worksheets If you use worksheets for independent practice, make sure you introduce them during guided practice. Circulate and check for correctness to avoid the students practicing error. Utilization and Automaticity Utilization refers to ability to use a skill with some focus and concentration. Automaticity refers to the student using the skill automatically. The more the students use the skill correctly, the more they move through utilization to automaticity.

14 Evaluation Successful independent completion of in or out of class activity Successfully demonstrates knowledge on test or quiz Successfully articulate knowledge or skill in some other manner

15 Strategies: Graphic Organizers Word Analysis Identifying and Teaching Departmental/School Wide Tier II Words Practice, Practice, Practice

16 Example Vivarium

17 Viv-arium Vivid Viva le France! Viva Las Vegas! Aquarium Terrarium Planetarium Insectariums Solarium

18 Definition Word Sentence Vivarium Picture Prefix: Root: Suffix :

19 Definition Word Sentence Vivarium Picture Prefix: Viv Lively, life Root: - Suffix : Arium Thing or place connected to/with

20 Definition Word Meaningful Sentence Vivarium The vivarium in Mr. Stone s A place for living things Picture is where Ed the turtle lives. Prefix: Viv Lively, life Root: Suffix : arium Thing or place connected to/with

21 Definition Word Meaningful Sentence Vivarium The vivarium in Mr. Stone s A place for living things Picture is where Ed the turtle lives. Prefix: Viv Root: Suffix : arium

22 Definition Word Sentence Vivisection Picture Prefix: Root: Suffix :

23 Definition Word Sentence aquarium Picture Prefix: Root: Suffix :

24 Vocabulary Instruction Tier II Words

25 What it looks like: Evidence of time allotted to Vocabulary Instruction Evidence of the use of Vocabulary Graphic Organizers Evidence of Prefixes, Roots, Suffixes Evidence of Synonyms & Antonyms Vocabulary/Word Walls Evidence of Multisensory models Visuals Acting, mime, etc

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