After the video, move to slide 9 and 10 sharing examples of the relevance of tier 2 words and the difference between tier 1, tier 2 and tier 3 words.
Depth of Vocabulary Knowledge
Explain the importance of depth in vocabulary knowledge instruction by providing examples of different levels of knowledge on slide 11.
On slide 12, explain what it means to know a word.
On slide 13, share the example of using gradients to support understanding a word and a word’s relationships to other words.
Click on the hyperlink to the video.
Share the Reading Rockets Video of Using a Concept Sort in the Classroom.
Discuss how concepts also facilitate the understanding between words and concepts.
Share slides 14-15 to show other methods and ask participants how these tools could lead to depth of vocabulary knowledge.
Share slide 16 as a way for students to discuss level of word knowledge with students and also help students evaluate their own level of word knowledge.
Ask participants to complete the chart and raise their hands to identify their level of knowledge of the target terms listed.
Phonological awareness
Phonics
Phonemic awareness
Intensifying Vocabulary Instruction
Share handouts from the National Center on Intensive Intervention.
Example of planning to differentiate core instruction at tier 1, tier 3 and for students on alternate standards (slide 17).
Share the sample lesson plan (slide 18).
Ask people to discuss the questions on the slide and role play the sample script and procedures in groups of 3-4.
What is the target skill?
What makes this lesson explicit?
What example do you see related to transfer of the skill?
How could you make this more or less intensive based on learner need?
Share slide 19 of additional suggestions for intensifying vocabulary instruction.
Ask participants for their ideas.
Share suggestions for students with disabilities and limited verbal speech (slide 20).
Monitoring Vocabulary Progress
Review progress mentoring of vocabulary knowledge (slide 21).
Share the rating scale as a way to gauge level of knowledge.
Ask participants how they assess vocabulary knowledge.
Depth and breadth
Define Comprehension
Define reading comprehension (slide 23).
Reflect back to the Simple View of Reading and explain that it is dependent on several skills including effective word reading, higher order language processing (inference generation), and active engagement with the text.
Explain comprehension as a relationship between the reader, text and task (slides 24-26).
On slide 26, ask participants to explain what the reader has to do to understand the text.
Discuss inferences, word and their referents, vocabulary knowledge, homonyms, etc.
On slide 27, summarize by defining what effective comprehension.
On slide 28, explain reading instruction from a sociocultural perspective.
Research-Based Reading Comprehension Instruction
Explain that effective reading comprehension instruction teaches the skills that good readers do.
Review slide 29 of what good readers typically do.
Explain the components of good comprehension instruction (slide 30).
Explain the importance of strategy instruction and instruction that emphasizes building a mental model of text (slide 31).
Click on the hyperlink to the video.
Share the Turnaround Support video of Nell Duke explaining the importance of reading comprehension strategy instruction.
Discuss why this works – again these are the skills good readers use while reading.
Explain what effective comprehension instruction involves (slide 32).
Ask participants to write down what the lesson targets as they watch the video.
After the video, ask participants to get in groups of 3-4 and respond to the following:
How was comprehension addressed?
How was vocabulary addressed?
What are the strategies that specifically were helpful to ELLs?
What made this lesson explicit?
Discuss as a whole group.
Discuss the importance of being explicit.
Discuss the benefit of providing multiple examples.
Strategies that Support Comprehension
Knowledge of text structure (34-35)
Explain the importance of understanding text structure to comprehension (slide 34).
Explain that story grammar is necessary, but we also have to address that characters are not static and that perspectives also change while reading a narrative (slide 35).
