Steps for Teaching Tier 2 Words

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1 Steps for Teaching Tier 2 Words 1. Read the story. 2. Contextualize the word within the story. 3. Have children say the word. 4. Provide a child-friendly explanation of the word. 5. Give examples in a different context. 6. Engage children in interacting with words. 7. Have students repeat word again. 8. Review and use new words. RMC Research Corporation Portland, OR 1

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3 Steps for Teaching Tier 2 Words 1. Read the story. 2. Contextualize the word within the story. 3. Have children say the word. 4. Provide a child-friendly explanation of the word. 5. Give examples in a different context. 6. Engage children in interacting with words. 7. Have students repeat word again. 8. Review and use new words. RMC Research Corporation Portland, OR 3

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5 Examples of Cognates Spanish English Spanish English animal Animal estatua statue imaginación Imagination estrategia strategy doctor Doctor popular popular océano Ocean polen pollen vitamina Vitamin natural natural familia Family área area telescopio Telescope volcán volcano fruta Fruit violín violin importante Important lava lava increíble Incredible mineral mineral fantástico Fantastic oxígeno oxygen grupo Group cebra zebra delicioso Delicious jirafa giraffe música Music elefante elephant interesante Interesting hipopótamo hippopotamu s piano Piano dinosaurio dinosaur guitarra Guitar control control galaxia Galaxy futuro future astronauta Astronaut elegante elegant dentista Dentist Adapted from: Illinois Reading First. (2004). Reading First Academy Third Grade Manual: Presenter s Guide. Chicago, IL: Illinois State Board of Education. RMC Research Corporation Portland, OR 5

6 Examples of Cognate Endings -ace as in place becomes -acio as in palacio -al as in final stays -al as in final -ic/-ics as in music becomes -ica as in musica -ine as in discipline becomes -ina as in disciplina -ity as in curiosity becomes -idad as in curiosidad -m/-ma as in drama and program becomes -ma as in drama and programa -ology as in biology becomes -ologia as in biologia -sion as in mission becomes sión as in misión -tion as in action becomes - ción as in acción -ure as in cure becomes -ura as in cura -y as in energy becomes -ia as in energia Examples of False Cognates Actual Aplicar Bizarre Campo Carpeta complexion compromiso constiparse Contester corresponder Decepcion Delito Desgracia Despertar Disgusto Destituido exito fabrica insulacion introducir once preservativo pretender rapista realizar recordar ropa revolver sensible sopa suceso tuna Adapted from: Illinois Reading First. (2004). Reading First Academy Third Grade Manual: Presenter s Guide. Chicago, IL: Illinois State Board of Education. RMC Research Corporation Portland, OR 6

7 References Allen, J. (1999). Words, words, words: Teaching vocabulary in Grades York, Maine: Stenhouse Publishers. Beck, I.L., McKeown, M.G., & Kucan, K. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press. Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., and White, C.E., (2004, April/May/June). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), pp Diamond, L., Gutlohn, L. (2006). Vocabulary Handbook. Berkeley, CA: CORE. Graves, M.F. (2006). The Vocabulary Book: Learning and Instruction. New York, NY: Teachers College Press. Hiebert, E.H., & Kamil, M.L. (Eds.) (2005). Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Lehr, F., Osborn, J., & Hiebert, E.H. (2004). Research-based practices in early reading series: A focus on vocabulary. Honolulu, HI: Regional Educational Laboratory. Marzano, R.J., Norford, J.S., Paynter, D.E., Pickering, D.J., & Gaddy, B.B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Associated for Supervision and Curriculum Development. Marzano, R.J., Pickering, D.J. (2005). Building academic vocabulary: Teacher s manual. Alexandria, VA: Associated for Supervision and Curriculum Development. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Associated for Supervision and Curriculum Development. National Institute of Child Health and Human Development. (2002). The report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office. Stahl, S.A. (1999). Vocabulary development. From reading research to practice: A series for teachers. In. J.S. Chall (Eds.) University of Georgia, National Reading Research Center. Stahl, S. & Kapinus, B. (2001). Word power: What every educator needs to know about teaching vocabulary. Washington, DC: NEA Professional Library. RMC Research Corporation Portland, OR 7

8 Stahl, S., & Nagy, W. (2006). Teaching word meanings. Mahway, NJ: Lawrence Erlbaum Associates. Vaughn, S. & Linan-Thompson, S. (2004). Research-based methods of reading instruction grades K 3, Alexandria, VA: Association for Supervision and Curriculum Development. Website Treasures Florida Center for Reading Research (all levels) Center on Instruction (all levels: reading, math, science, ELL, SPED) Colorin Colorado (ELL) RMC Research Corporation Portland, OR 8

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