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Oral Language is the foundational component of literacy development. The domains of oral language are semantics (word and sentence meaning), pragmatics (social rules of communication), phonological (awareness of sounds), and syntax (sentence structure and grammar rules).

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This visual provides a description of Phonological and Phonemic Awareness in a clear and concise manner.

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This visual provides a description of Phonological and Phonemic Awareness in a clear and concise manner.

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Scholastic My Big World is a nonfiction magazine that is published seasonally. This issue is all about what you should wear during different types of weather.

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Students learn about dressing for different types of weather and use a number key to color an umbrella.

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This is a great resource to refer to that lists the different areas of phonological awareness.

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This is a great resource to refer to that lists the different areas of phonological awareness.

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What Is Oral Language? Developing oral language means developing the skills and knowledge that go into listening and speaking-all of which have a strong relationship to reading comprehension and to writing.

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The WIDA Can Do Descriptors highlight examples of what language learners can possible do at each stage of English language development. The descriptors are organized by grade level (kindergarten through 12th grade).

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This article originally appeared on the Mr. G Mpls Blog. It has been reproduced here with permission from the author.
The " knowledge-gap" is pinpointed most recently by Natalie Wexler as a culprit for continued stagnant reading proficiency levels and growing disparities in student outcomes in the U.S. Thankfully, more and more are realizing that students' ability to think critically and creatively is severely hampered without a solid foundation of background knowledge.

Yet beyond adopting a "knowledge-rich" curricula and understanding the importance of building a deep structure of knowledge, I've recently caught myself struggling to think of how, specifically, knowledge-building happens within lessons. As in, I was unsure exactly how a knowledge-rich curriculum was brought to life and best imparted to students on a day-to-day basis.

While I prioritize class time around a cohesive curricula with reading, writing, and discussion and have found tremendous benefits from using knowledge organizers, I was still left feeling my approach to "knowledge-building" was missing...something. That something, I learned recently, was robust vocabulary instruction.

Why Is Vocabulary Important?

As a profession, we've come to associate a variety of stale and ineffective practices with vocabulary instruction. I used to practice the following "vocabulary activities," deliriously hoping I was building students' vocabulary.

Repetitively teaching vocabulary with the same definition (this is actually rote learning)

Using matching exercises and one-dimensional puzzles

Having students copy opaque, poorly-written definitions from dictionaries or glossaries

Challenging students to vaguely "write a new sentence using this word."

What I and many others have passed off as vocabulary instruction is completely inadequate and fails to allow students the opportunity to take advantage of the power of a deep and interconnected vocabulary. Shanahan (2005) writes in The National Reading Panel Report: Practical Advice for Teachers.

"The importance of vocabulary is beyond doubt...such knowledge is integral to any activities that involve language, and psychologists have shown how vocabulary is more than a list of 'word meanings in the mind,' but actually functions as an index of a much richer and harder to measure constellation of understandings and experiences."

This interconnected web of vocabulary we each carry around has been found to be a vital foundation for reading comprehension. In Bringing Words to Life: Robust Vocabulary Instruction, Beck, McKeown, and Kucan (2013) highlight the close relationship between vocabulary and reading comprehension.

"There is much evidence - strong correlations, several causal studies, as well as rich theoretical orientations - that shows that vocabulary is tightly related to reading comprehension across the age span."

And so, while the empirical support for vocabulary instruction is present, what are teachers to do with more than a quarter million words in most dictionaries? How can teachers best approach the daunting, yet crucial challenge of vocabulary instruction? To start, the answer is certainly not to rely on independent reading to do the job.

Beck, McKeown, and Kucan (2013) point out that while "wide reading" is indeed an important source of vocabulary development for students, it should not be seen as a replacement for robust instruction.

"Written context is clearly an important source of new vocabulary for any reader. But relying on learning word meanings from independent reading is not an adequate way to deal with students' vocabulary development."

Furthermore, the Matthew Effect must be considered. Shanahan (2005) points out "studies suggest lower achieving readers acquire less incidental vocabulary than good readers acquire." In other words, it is teachers' great responsibility to provide all students with access to the vocabulary required to experience success in school. First though, we have to figure out what vocabulary to teach.

Three Tier Framework

The Three Tier framework, articulated by Beck, McKeown, and Kucan (2013), is a powerful tool to help teachers categorize and identify high-value vocabulary that can improve students' verbal functioning and reading comprehension. Essentially, words are categorized into three buckets:

Tier One: "Words typically found in oral language." These words are typically found in high frequency word lists, and do not require much focus as students hear these on a regular basis in conversation.

Tier Three: "Words that tend to be limited to specific domains." These are the words textbooks typically put in bold. While important, these words have limited use outside the specific content area, and are not very helpful for enriching descriptions or explanations.

Tier Two: "Words that are more characteristic of written language, and not so common in conversation." These are words that students will not hear, but will encounter across various domains as they read and write in school. These words are to be prioritized for instruction.

It's estimated that to read with minimal disturbance in comprehension, readers need a vocabulary of around 15,000 words. Of those 15,000 words, Beck, McKeown, and Kucan (2013) conclude that 8,000 are Tier One which require minimal focus, and 7,000 are Tier Two and should be the focus of robust vocabulary instruction. That breaks down to between 300-400 Tier Two words per year to be deliberately taught alongside the context/content they authentically arise.

Tier Two words are so important because they fundamentally expand students' verbal functioning by building rich representations of words that can be used in a variety of contexts. These Tier Two words empower students to provide more specific, mature ways of describing and explaining the world. While an exact science does not exist to pinpoint Tier Two vocabulary, Beck, McKeown, and Kucan (2013) do provide some helpful questions to ponder when identifying Tier 2 words.

1. Generally, how useful is the word; will students see it in multiple contexts; will it help students better describe their experiences?

2. How does the word contribute to the overall text being read; does it communicate vital meaning or tone?

3. How does the word relate to other words and previously-learned content?

Having identified a rough process identifying Tier Two vocabulary, what are best practices for introducing, teaching, and assessing this vocabulary?

Best Practices for Teaching Vocabulary

When designing vocabulary instruction, it is important to keep in mind two words: frequency and robustness. Beck, McKeown, and Kucan (2013) write about the importance of providing "frequent and varied encounters with target words and robust instructional activities that engage students in deep processing."

To accomplish frequent and robust encounters with vocabulary, the instructional sequence for words is spread across at least three days, but ideally five or more days. In this sequence, a variety of deliberately-designed exercises are done with students to use the words to describe new contexts, explore the multidimensional nature of words, and consider relationships among words (seriously, buy the book, it is loaded with exercises to use!). Here is an outline of the instructional sequence recommended in Bringing Words to Life:

Day 1: Introduce words to students with student-friendly explanations and context

Days 2-4: Follow-up activities
Identify examples/non-examples; form word associations with new contexts, additional writing exercises (The Writing Revolution makes for a great supplement here).

Day 5: Assessment

When introducing new vocabulary, Beck, McKeown, and Kucan (2013) highlight the importance of providing student-friendly explanations, the original context the word came from, and opportunities for students to interact with word meanings. "A robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up."

Therefore, to get started, I first scanned each lesson's text for Tier Two vocabulary, and then created a table with the target word, instructional context, and a student-friendly definition modified from learner's dictionaries. (Optional: I also created a "student dictionary" with the explanation cells left blank for students to fill in as a lesson starter).

Then, I created a variety of exercises (example/non-example and writing sentence stems) to be completed with students to start lessons after the new words have been introduced.

Ideally students are working with each word 3-4 days in a row, and further challenge should be gradually added by having students generate new situations to match target words (e.g. How would a critical person write about a music show?). Here's an example of encouraging students to interact with vocabulary meaning in new contexts.

The key is to make sure students are having plenty of opportunities to explain why they made the yes/no choice they did, and then to discuss it whole-class. While students complete this table, they have their "student dictionary" available to refer to.

Finally, at the end of units, I created true/false assessments with explanations to measure more surface level knowledge (e.g. does a critical person think carefully before making decisions?) and deeper knowledge (e.g. how can the history of Columbus be analyzed critically?). In this way, the full instructional sequence of Tier Two word instruction is designed to simultaneously improve students' verbal functioning and activate background knowledge.

Summary

Robust vocabulary instruction is a crucial driver of knowledge-building. While many knowledge-rich curricula might emphasize the importance of vocabulary and identify key vocabulary words in each lesson (typically Tier Three), ultimately the quality and robustness of vocabulary instruction comes down to teacher expertise and judgement.

Shanahan (2005) summarizes it best: "the most effective direct instruction in vocabulary helps children gain deep understanding of word meanings (much more than simple dictionary definitions); requires plenty of reading, writing, talking, and listening; emphasizes the interconnections among words and word meanings and the connections of words to children's own experiences; and provides abundant ongoing review and repetition."

We do a disservice to students when we devalue vocabulary instruction to a level of copying definitions and matching exercises. Knowledge-building is made more robust with vocabulary instruction.

I'm on Twitter.

References

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.

Shanahan, T. (2005). The National Reading Panel Report. Practical Advice for Teachers. Learning Point Associates/North Central Regional Educational Laboratory (NCREL).

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Robust Vocabulary Instruction - Peers and Pedagogy

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This article originally appeared on the Mr. G Mpls Blog. It has been reproduced here with permission from the author. The "knowledge-gap" is pinpointed most recently by Natalie Wexler as a culprit for continued stagnant reading proficiency levels and growing disparities in student outcomes in the U.S.

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Teacher Rating of Oral Language and Literacy (TROLL) rating tool is used to monitor students’ interests, language, and literacy. The results provide information to develop a plan for language and literacy instruction that is systematic.

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The Oral Language Acquisition Inventory Second Edition is a simple tool that can be quickly administered individually to assess students’ language, literacy and learning behaviors to guide instruction and determine interventions needed.

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The Reading Teacher - 2022 - Ehri - What Teachers Need to Know and Do to Teach Letter Sounds  Phonemic Awareness  Word

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The Story Retelling  is used to determine if a student is able to listen to and retell a story and can include details from the beginning, middle, and end. The results indicate if the students will demonstrate proficiency or difficulty with reading, comprehending, and writing as they get older. This portion of the OLAI is only used with students in Prek- 3rd grade.

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The Wylie Blevins assessment covers several components of phonemic awareness (blending, segmentation, manipulating phonemes) and even some phonological skills (identifying rhyming words, producing rhyming words, and clapping syllables).

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The Yopp-Singer Test focuses on one area of phonemic awareness and that is a students’ ability to break words down into individual sounds (segmentation).

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The DAPPA is a comprehensive assessment that covers some phonological awareness and phonemic awareness skills. The areas assessed are identifying the same initial consonant sounds, producing rhyming words, substituting initial sounds, blending , deleting initial sounds, and segmentation.

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The Tile Test is an interactive assessment that is individually administered to determine a students understanding of letters and sounds, words, spelling, sight word reading, building, and reading sentences. It is  recommended that this assessment be used for children in kindergarten and first grade.

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Six Layers of Phonemic Awareness_ Improve Students’ Reading Using Their Ears

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This is a helpful visual that breaks down the process of early reading.

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This is a helpful visual that breaks down the process of early reading.

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This is a very informative article that describes the different types of texts and how they can be used as an instructional tool for scaffolding based on the students reading development.

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August, D., & Shanahan, T. (Eds.). (2006). Executive summary. Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum. Available at: http://www.cal.org/natl-lit-panel/reports/Executive_Summary.pdf

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.

Collier, R., ∓ Thomas, W. P. (1997). School effectiveness for language minority students. Resource Collection Series #9. Washington, DC: National Clearinghouse for Bilingual Education.

The Education Alliance at Brown University. (n.d.). The knowledge loom: Spotlight on elementary literacy. Available at http://knowledgeloom.org/elemlit/index.jsp

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Pub. No. 00-4769). Washington, DC: U.S. Department of Health and Human Services. Available at http://www.nichd.nih.gov/publications/nrp/smallbook.cfm

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What Does Research Tell Us About Teaching Reading to English Language Learners?

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In this article, a seasoned ELL teacher synthesizes her own classroom experience and the findings of the National Literacy Panel on Language-Minority Children and Youth to make recommendations for effective literacy instruction of ELL students.

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Guided Reading is a powerful and efficient way to differentiate and meet the specific needs of your children while you meet with them in small groups. It gives children a chance to problem solve with new texts in a safe environment and it gives you a chance to build rapport as you work side by side with the children.

The purpose of Guided Reading is to help children become independent, strategic readers. When we understand and notice children's reading behaviors, we can support them and give them exactly what they need to move forward.

" Our teaching role changes during small-group time. Here, we support and scaffold the reader and help the child read as independently as possible. We want each student to problem solve and apply the strategies we have modeled in whole group instruction skillfully. The focus in small-group teaching is on having the child do more of the work than you are. The key is to know your students and find out what they can do during small group time." - Debbie Diller, Making the Most of Small Groups: Differentiation for All

Guided Reading supports a child-centered approach to instruction. We do Guided Reading because we know that all children:

Can be successful at reading whatever their level. When we meet children where they are and understand how reading develops, we can provide the scaffolding needed for their future growth.

Deserve to be taught at their level. Guided Reading is differentiated instruction at its best. All children deserve access to instructional level texts through which they can be guided to read.

Are responsible for their own learning. Guided Reading asks children to read the text on their own with some teacher support. The teacher notes the areas where they need assistance and provides strategies to scaffold them toward independence. Providing students with the necessary tools for success fosters confidence, motivation, and a sense of responsibility. When children understand their individual strengths and weaknesses, they can create action plans for improvement.

Guided Reading Is...

Guided Reading is a powerful and efficient way to differentiate and meet the specific needs of your children. It gives children a chance to problem solve and learn in a safe environment and it gives you a chance to build rapport with children.

"The idea is for children to take on novel texts, read them at once with a minimum of support, and read many of them again and again for independence and fluency." - Guided Reading, Fountas and Pinnell p. 2.

A chance to meet the needs of all children in your classroom. In Guided Reading, you meet with groups of up to six children at a time who are reading at similar reading levels.

A time to support children as they take on more challenging texts. During Guided Reading, children read from the same instructional level texts. These are texts that they can understand, but that still provide them with some challenges and opportunities to problem solve.

An opportunity for children to learn in a more comfortable, supportive setting with peers who are in need of the same skill. Guided Reading is a time to teach a skill that a group of children need to move forward in reading. Not simply a time to reteach a skill taught earlier in your literacy block.

A way for you to get to know your children as readers. To be successful at Guided Reading, you'll need to know your children's strengths and needs and the process of reading and reading development.

Reflect on Your Guided Reading

If you are already doing Guided Reading in your classroom, take a few moments to think about how it is currently going. Use these questions to reflect on your own practice.
How do you currently plan for Guided Reading?

1. How often do your groups change? What processes do you have for keeping groups flexible to meet children's needs as their reading develops?

2. What formal and informal assessments do you use to determine the strengths and needs of the children? Is there information missing that you would like to have?

3. How do you use the information you have to form groups, choose books, and determine a teaching point?

4. Do your children know what to do during the Guided Reading session? Are they able to concentrate on reading despite disruptions or distractions?

5. What is the rest of the class doing while you are taking your small groups? Are you able to meet with your groups with minimal interruptions?

6. How is your Guided Reading area organized? Do you have everything you need for your lessons at your fingertips?

What is your role and the role of the children before, during, and after reading the book?

1. How do you preview the book with the children? Do you set a purpose before the children begin reading? How do you explain and demonstrate the teaching point to the children?

2. Do you have a method for taking anecdotal notes while working with children? How do you organize your notes? How do you use them?

3. What do you do when a child gets stuck while reading? Do you have tools for prompting and reminding children to use strategies?

4. What do you do after reading to close out the lesson and consolidate learning?

5. What role does word work or writing play in your Guided Reading lesson?

Frequently Asked Questions
Can I use my basal for Guided Reading?
Effective Guided Reading instruction depends on children reading texts at their instructional level. Almost every basal has selections at a wide range of text levels, so that one selection might be written at text level G, while the following one is at level M. Therefore, using your basal as the only source of texts for Guided Reading will not be effective or successful. You might be able to use certain basal selections for Guided Reading lessons, provided that these selections are carefully chosen to be at the readers' instructional level. The importance of leveling the selections to make sure that they are appropriate for your readers cannot be overemphasized.
How many times a week should I meet with each group?
The number of times that a group meets with the teacher each week is dependent upon the number of groups in the class. Most teachers meet with three Guided Reading groups per day. That allows for 15 Guided Reading sessions per week. It is fairly common to have more than three groups in a class. Therefore, you will not be able to meet with every group every day. Meet with your highest support group every day. Fill in the balance of the slots with the other groups, of course keeping in mind that lower level groups will need more of your time than more advanced groups. Remember that Guided Reading is only one component of your literacy instruction. Your students are also benefiting from important literacy lessons in Intentional Read Aloud, shared reading, and independent reading.
Why can't the children take turns reading a page aloud?
The purpose of Guided Reading is for children to problem solve and practice strategies using level-appropriate text. The role for each child in a Guided Reading group is to apply the focus strategy to the process of reading the entire text - not just a page. The teacher's role is to support the readers by coaching, prompting, and confirming strategy use. Any format for Guided Reading which is incompatible with this predefined purpose and these predefined roles, such as taking turns reading aloud, would be inappropriate and counterproductive. We know that children love reading aloud and get some real benefit from it. So let's provide appropriate opportunities for taking turns reading aloud. In partner reading, each child takes a turn reading aloud. In readers' theater, children take turns reading aloud. They can also take turns reading aloud at the poetry center and the big book center - but not in their Guided Reading groups.
My students are not yet at level A. What do I do with them in a Guided Reading group?
Small group instruction is perfect for children who are not yet reading texts at level A. The small group setting allows the teacher to closely observe the children in order to gather pertinent information about their reading behaviors. Plan a 15 to 20 minute interactive lesson that will engage the pre-A readers in tasks working on sounds, letters, and words. Give them a chance to practice one-to-one matching in level-A texts and apply the lessons on sounds to interactive writing.
How do I select objectives? How do I know what to teach?
All effective Guided Reading lessons start with a literacy objective. Objectives can come from a variety of sources. One of the best sources of information is your anecdotal notes and running records. What are your students doing at the point of difficulty? Another source for Guided Reading lesson objectives is summative assessment data. What skills have the children mastered? What skills do they still need to learn? There are a number of excellent professional books that list lesson foci for each Guided Reading level, including The Next Step in Guided Reading (Richardson, 2009) and The Continuum of Literacy Learning (Fountas & Pinnell, 2010).
How long should children stay on a particular level?
Children continue to receive instruction in books at a given text level until they can successfully read texts at that level with 95% accuracy or higher. You determine this by having the child read an unfamiliar book or a "benchmark book" at that level and taking a running record. The length of time spent at a particular level of instruction varies with the level as well as with the child. It is expected that children will complete six text levels in first grade but only four text levels in third grade. Clearly, children will spend more time reading texts at level N (a third grade level) than they will at level E (a first grade level).
Can I use chapter books in Guided Reading?
Reading chapter books is a threshold that both readers and teachers celebrate. It means that the readers are now capable of processing print fluently and efficiently, holding information in their memories from one day to the next and keeping track of multiple characters and plot lines. The Guided Reading lesson is an appropriate forum for supporting children in making the transition from leveled texts and picture books to chapter books. But once they have successfully made that transition, consider shifting chapter book reading to literature circles instead of Guided Reading lessons. Your chapter book readers will still need targeted instruction during Guided Reading lessons.

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Guided Reading is a powerful and efficient way to differentiate and meet the specific needs of your children while you meet with them in small groups. It gives children a chance to problem solve with new texts in a safe environment and it gives you a chance to build rapport as you work side by side with the children.

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Book Introduction and First Attempt Anticipation Template

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Book Introduction and First Attempt Anticipation Template

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Research shows that some popular activities for reading instruction don’t actually result in more fluent readers—so we rounded up the most classroom-worthy ones.

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Research shows that some popular activities for reading instruction don’t actually result in more fluent readers—so we rounded up the most classroom-worthy ones. https://t.co/MRAXwpAnVT

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Research shows that some popular activities for reading instruction don’t actually result in more fluent readers—so we rounded up the most classroom-worthy ones. pic.twitter.com/MRAXwpAnVT
— edutopia (@edutopia) September 28, 2021

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Research shows that some popular activities for reading instruction don’t actually result in more fluent readers—so we rounded up the most classroom-worthy ones. https://t.co/MRAXwpAnVT

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Research shows that some popular activities for reading instruction don’t actually result in more fluent readers—so we rounded up the most classroom-worthy ones. https://t.co/MRAXwpAnVT

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Research shows that some popular activities for reading instruction don’t actually result in more fluent readers—so we rounded up the most classroom-worthy ones.

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Words Don't Make a Writer: Supporting Emergent Writers Who Are Not Yet Writing Words

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Words don't make a writer... Writers make words, and in the words of Asher (age four): Words are, indeed, the human power. We use our power to tell stories, to ask questions, to help, to teach, to express ourselves. Words get us into problems and words get us out of them.

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Invented Spelling and Spelling Development

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Children progress through certain stages of spelling development. Knowing this progression allows teachers to compel development through their instruction. Find out strategies for doing so in this article, such as promoting the use of invented spelling in the early stages.

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The Repeated Sentence assessment allows one to determine a child’s control over language and the amount of exposure they have had with a variety of sentences from simple sentences to those that are more complex.  Depending on the results the teacher can tailor the support they provide students.

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This Youtube video provides a description of what Phoneme segmentation is and 4 great activities you can use with students to strengthen their skills.

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Types of reading behaviors, a description of strategic prompts, and prompts for strategic actions during running records are described in this section.

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Meeting the Challenges of Early Literacy Phonics Instruction

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Check out this trifold brochure designed by Carly Bailey.

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Please complete the attached Google Form to provide feedback about the Literacy News Tool.
Thank you!

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Google Forms - create and analyze surveys, for free.

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This article provides 5 practices to create a classroom that builds student's knowledge about a variety of topics.

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Knowledge at the Center of English Language Arts Instruction

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Examples of differentiated sentence frames, words banks, and signal words, as well as when theses supports are describe in this resource to support ELLs with writing.

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This article explains the metaphor by Rudine Bishop of books being a mirror (books readers see their lives reflected in), window (books that allow the reader to step into the life and experiences different from their own), and glass door (the reader is changed by the experience of the characters and may be lead to take action in some way. The information provided in this article will help you to think carefully about and select books that are mirrors, windows, and sliding glass doors for your students.

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Through the Sliding Glass Door #Empowerthereader

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The Science of Reading Comprehension Instruction

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This article provides information on how to support students with asking and answering questions about informational text across content areas to improve comprehension.

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J Adolescent   Adult Lit - 2020 - Stevens - Using Question Generation to Improve Reading Comprehension for Middle‐Grade (2)

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Your textual lineage are the books you have read that have a lasting impact and contribute in shaping who you are. Which texts have had an impact in your life?

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Interactive read alouds are an engaging way for students to interact with a text and their peers. They can apply strategies learned, share ideas, and hear their peers’ perspectives. Interactive read alouds can help to enhance your students critical thinking skills and make reading more meaningful.

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The authors of this article describe how interactive read alouds are used with informational text to engage students in meaningful discussions and apply various reading strategies.

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Instructional Interactions Supporting Students' Reading Development Through Interactive Read-Alouds of Informational Texts

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Read aloud of the book, The Meteorologist In Me, a story about a little girl name Summer who dreams of becoming a meteorologist when she gets older.

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Kids book read aloud -The Meteorologist in me - Children's bedtime stories - Storytime Haven

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Read aloud of the nonfiction story, A Wonderful World of Weather. Through this story children will learn about different types of weather and how it impacts people.

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Wonderful World of Weather ~ Weather Read Aloud ~ Weather Story Time ~ Spring Read Aloud ~ Science

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Read aloud of the nonfiction text, National Geographic Kids: Weather. Children will learn the cause of different types of weather through reading this text.

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National Geographic Kids "Weather" by Kristin Baird Rattini in HD

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This guide defines what a text set is, why text sets are used, where you can find premade text sets, and how to create your own.

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The authors of this article provide a framework for using text sets to enhance student's background knowledge and increase the amount of time they are reading.

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J Adolescent   Adult Lit - 2017 - Lupo - Building Background Knowledge Through Reading  Rethinking Text Sets

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Interactive Read Alouds for the Virtual Classroom

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Book Talk- Little Red and the Very Hungry Lion

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Book Talk- Little Red and the Very Hungry Lion

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This is the link to my Book Talk:
Acie- Book Talk.webm

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A published book talk of the story, Dogzilla by an elementary teacher in Anchorage, Alaska.

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How to give an interesting and effective book talk based on 6 criteria, which was developed through student feedback is explained in this article.

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Book Talk for the story, When Stars Are Scattered

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Book Talk for the story, When Stars Are Scattered

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Roberts- Book Talk- When Stars are Scattered.pptx.webm

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Book Talk for Sideways Stories By Wayside School

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Book Talk for Sideways Stories By Wayside School

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Book Talk for Goldy Luck and The Three Pandas

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Book Talk for Goldy Luck and The Three Pandas

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The safest, simplest way to make videos.

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This is a great video of how to teach new vocabulary through a Read Aloud.

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K-3 Essential 2, Bullet 3: Vocabulary in Read Alouds Sample Video

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This video shows how concept sorts can be used to introduce, review, and extend knowledge of vocabulary words.

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This video shows how semantic gradients helps students to develop vocabulary by explaining the connections between words.

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4 Lessons on how to provide multifaceted vocabulary instructions is provided in this amazing article!

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10 principles for selecting vocabulary are explained in this great article.

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This vocabulary technique explains how teaching bilingual students cognates can help to improve their reading comprehension, speaking, and writing skills.

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Family Vocabulary Resource.webm