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Podcast: Deconstructing the Rope: Language comprehension with Sonia Cabell

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Podcast: Deconstructing the Rope: Language comprehension with Sonia Cabell

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Join Sonia Cabell, assistant professor at the School of Teacher Education at Florida State University, in the latest episode of our Deconstructing the Rope series as she unwinds language comprehension, a strand of Scarborough's Reading Rope. Sonia explains the true definition of language comprehension in relation to the simple view of reading and highlights the role of parents and educators in the use of advanced language models in literacy development. She also reflects on the impact of the COVID-19 pandemic on teachers and families and discusses how it has highlighted the importance of education today.
Quotes:
"Young children are very smart. They know a great deal more than we give them credit for and they can do a lot more than we understand."

"Parents are childrens' first teachers and so, to really embrace parents in childrens' learning process is really critical."

Show Notes:

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

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S3-08. Deconstructing the Rope: Language comprehension with Sonia Cabell - Science of Reading: The Podcast

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Join Sonia Cabell, assistant professor at the School of Teacher Education at Florida State University, in the latest episode of our Deconstructing the Rope series as she unwinds language comprehension, a strand of Scarborough's Reading Rope. Sonia explains the true definition of language comprehe...

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1. Copy the text you'd like to analyze
2. Paste the text into the window.
3. Submit, and review the identified words!

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Achievethecore.org :: Instructional Practice Guide: Academic Word Finder

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This guide is a practical tool that teachers, and teacher-trainers, can use (and re-use!) in order to build fluency with the Common Core State Standards (CCSS).

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Vocabulary Instruction with a 5th Grade Teacher

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Vocabulary Instruction with a 5th Grade Teacher

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You can find every episode of Melissa & Lori Love Literacy right here on this page starting with the most recent episodes. You can even search below for any guests or topics you are interested in to find all the episodes you want to listen to!

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Melissa and Lori Love Literacy is a podcast for educators interested in learning more about the science of reading, knowledge building, and high-quality curriculum! Join Melissa and Lori as they tackle new ways of thinking about how to teach reading and writing. Guests include literacy researchers and experts, teachers and leaders, parents and advocates.

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WordSift helps anyone easily sift through texts -- just cut and paste any text into WordSift and you can engage in a verbal quick-capture! The program helps to quickly identify important words that appear in the text. This function is widely available in various Tag Cloud programs on the web, but we have added the ability to mark and sort different lists of words important to educators. We have also integrated it with a few other functions, such as visualization of word thesaurus relationships (incorporating the amazing Visual Thesaurus® that we highly recommend in its own right) and a limited image-search feature. With just a click on any word in the Tag Cloud, the program displays instances of sentences in which that word is used in the text.

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Toolsuite for visualizing and exploring passages of text.

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The More You Know: How Teaching Multiple Aspects of Word Knowledge Builds Fluency Skills 

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The More You Know: How Teaching Multiple Aspects of Word Knowledge Builds Fluency Skills 

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Vocabulary Routines for Book Clubs and Read Alouds 

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Vocabulary Routines for Book Clubs and Read Alouds 

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Classroom Vocabulary Assessment for Content Areas

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Classroom Vocabulary Assessment for Content Areas

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The authors explain how the intricacies of word knowledge make assessment difficult, particularly with content area vocabulary. They suggest ways to improve assessments that more precisely track students’ vocabulary growth across the curriculum, including English language learners.

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Anderson, R.C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.

Anderson, R.C., & Freebody, P. (1983). Reading comprehension and the assessment and acquisition of word knowledge. In B. Hutson (Ed.), Advances in reading/language research (pp. 231-256). Greenwich, CT: JAI.

Anderson, R.C., & Freebody, P. (1985). Vocabulary knowledge. In H. Singer & R.B. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 343-371). Newark, DE: International Reading Association.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.

Beck, I.L., McKeown, M.G., & Omanson, R.C. (1987). The effects and uses of diverse vocabulary instructional techniques. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 147-163). Hillsdale, NJ: Erlbaum.

Blachowicz, C.L.Z., & Fisher, P.J. (2006). Teaching vocabulary in all classrooms (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Bravo, M.A., & Cervetti, G.N. (2008). Teaching vocabulary through text and experience in content areas. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 130-149). Newark, DE: International Reading Association.

Bravo, M.A., Cervetti, G.N., Hiebert, E.H., & Pearson, P.D. (2008). From passive to active control of science vocabulary (56th yearbook of the National Reading Conference, pp. 122-135). Chicago: National Reading Conference.

Calfee, R.C., & Drum, P. (1986). Research on teaching reading. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 804-849). New York: Macmillan.

Cronbach, L.J. (1942). Measuring knowledge of precise word meaning. The Journal of Educational Research, 36(7), 528-534.

Dale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42(8), 895-901.

Johnson, D.D., Moe, A.J., & Baumann, J.F. (1983). The Ginn word book for teachers: A basic lexicon. Boston: Ginn.

Johnson, D.D., & Pearson, P.D. (1984). Teaching reading vocabulary. New York: Holt, Rinehart and Winston.

Nagy, W.E., & Scott, J.A. (2000). Vocabulary Processing. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 269-274). Mahwah, NJ: Erlbaum.

National Assessment Governing Board. (2009). Reading framework for the 2009 National Assessment of Educational Progress. Retrieved December 29, 2009, from www.nagb.org/publications/frameworks/reading09.pdf

National Clearinghouse for English Language Acquisition. (2007). National Clearinghouse for English Language Acquisition Report: NCELA frequently asked questions. Washington, DC: U.S. Department of Education. Retrieved October 2, 2007, from www.ncela.gwu.edu/faqs

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 Publication No. 00-4769). Washington, DC: National Institute of Child Health and Human Development.

Paris, S.G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202. doi:10.1598/RRQ.40.2.3

Qian, D.D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536. doi:10.1111/1467-9922.00193

Read, J. (2000). Assessing vocabulary. Cambridge, England: Cambridge University Press.

Stahl, K.A.D. (2008). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Journal of Literacy Research, 40(3), 359-393. doi:10.1080/10862960802520594

Stahl, S.A., & Nagy, W.E. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum.

Stahl, S.A., & Stahl, K.A.D. (2004). Word wizards all! Teaching word meanings in preschool and primary education. In J.F. Baumann & E.J. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 59-78). New York: Guilford.

Wesche, M., & Paribakht, T.S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53(1), 13-40.

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Classroom Vocabulary Assessment for Content Areas

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What are some ways that we can gauge vocabulary development in the content areas? In this article, the authors explain how the intricacies of word knowledge make assessment difficult, particularly with content area vocabulary. They suggest ways to improve assessments that more precisely track students' vocabulary growth across the curriculum, including English language learners.

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Webinar: Effective Vocabulary Instruction: A Combination of Direct and Indirect Instruction

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Webinar: Effective Vocabulary Instruction: A Combination of Direct and Indirect Instruction

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Effective Vocabulary Instruction: A Combination of Direct and Indirect Instruction

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This webinar presents an overview of a strategy routine that combines direct and indirect instructional practices for teaching content vocabulary. Components include: previewing, using activities to make connections between words, selecting words to teach in-depth, and using context and word parts to determine the meaning of new words. For educators of students in grade 3-12.

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Four Practical Principles for Enhancing Vocabulary Instruction

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Four Practical Principles for Enhancing Vocabulary Instruction

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Four Practical Principles for Enhancing Vocabulary Instruction

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Drawing on instructional materials, classroom images, and observational data from research, the authors illustrate these principles: establishing efficient, rich routines for introducing target word meanings; providing review activities that promote deep processing of word meanings; responding directly to student confusion; and fostering universal participation in and accountability for vocabulary instruction.

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A website with high-quality student texts and teacher guides that are all available for free download

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TextProject is the only website with student texts and teacher guides based on the science of reading-available for free download. Download our research-based, open-access resources for teachers, teacher educators, parents, tutors, and students.

TextProject is the only website with high-quality student texts and teacher guides that are all available for free download.

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Leveled | Research-based | Open access

Vocabulary instruction through networks of words

Vocabulary instruction through networks of words

A blog and video series based on evidence from reading research

A blog and video series based on evidence from reading research

Free Classroom Materials for Teaching Reading

Classroom-proven resources including favorite books, reading passages, vocabulary lessons, word pictures, literacy lists & forms.

Free Student Texts

Free texts for reading instruction! TextProject is the sole website with free texts based on the science of reading.

For programs such as BeginningReaders and FYI for Kids, world-renowned researcher and teacher educator, Patricia Cunningham, has written lessons to accompany the texts.

Vocabulary Instruction

Vocabulary is the strongest predictor of reading comprehension. TextProject provides free resources for the four kinds of vocabulary words that contribute to reading comprehension: core, academic, content-area, and literary.

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Strategies, tools, and texts to bring beginning and struggling readers to proficient levels of literacy

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Explict Instruction: Anita Archer Models Explicit Vocabulary Instruction

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Explict Instruction: Anita Archer Models Explicit Vocabulary Instruction

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Vocabulary Instruction - 2nd

Grade Level: Second Grade

School: McKinley Elementary School

Location: Tacoma, Washington

Materials: Wolf! By Becky Bloom

Videographer: Dima Yaremenko
Elapsed Time: 7:54 Introduction:
The students have listened to the read aloud book, Wolf! by Becky Bloom. During the reading of the book, brief explanations of words were given. Three words were selected for explicit, robust vocabulary instruction: concentrate, impressed, and educated.

Focus: As you watch this video, ask yourself:

1) What instructional steps were used to introduce each of the vocabulary words?

2) What other good instructional practices did you observe?
Feedback:

These instructional steps were used:

Write the word on the board or show it on a screen.

Pronounce the word or guide students in using their decoding skills to determine the pronunciation of the word.

Have students pronounce the word, repeating the word a number of times if the word is unfamiliar or difficult to pronounce.

Be sure that the definition contains only known words and is easy to understand.

The examples can be concrete, visual, or verbal.

Verbal examples were used to illustrate concentrate, impressed, and educated.

Use one of these methods:

Ask "deep processing questions".

Have students discern between examples and non-examples.

Have students generate examples.

The instructor:

Group responses (choral responses) when the answers were short and the same.

Partner responses when the answers were long or different.

Partner responses followed by individual turns.

Thumbs up to indicate that they had an answer.

Infusing decoding in presentation of words by having students read the long words by parts.

Involving the students in the examples.

Providing multiple exposures to each word.

Relating the words to their use in the read aloud book.

Reviewing words at the end with simple word associations.

Suggesting ways that the words could be used.

c. Coached students during partner responses allowing students to experience success when they answered in front of classmates.
NOTE: In the video entitled Read Aloud - Wolf 2nd, the students participate in the reading of the book, Wolf! After the read aloud, students are taught three words from the story as shown in this video.

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: Second Grade School: McKinley Elementary School Location: Tacoma, Washington Materials: Wolf! By Becky Bloom Videographer: Dima Yaremenko Elapsed Time: 7:54 Introduction: The students have listened to the read aloud book, Wolf! by Becky Bloom. During the reading of the book, brief explanations of words were given.

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Browse the language in ways you couldn't with traditional printed reference materials.

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Teacher Toolkit for Increasing Student Engagement and Accountable Talk

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Teacher Toolkit for Increasing Student Engagement and Accountable Talk

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Teacher Toolkit for Increasing Student Engagement and Accountable Talk

English learners benefit from high-quality, meaningful opportunities to use and practice the language(s) they are learning during literacy and content instruction. Project ELITE2 designed and collaboratively developed this toolkit and implementation guide with teachers with the goal of enhancing instruction to advance students' academic language development through low-risk response, feedback, and assessment techniques. It was designed to guide teachers' use of the various tools presented as part of the "Increasing Student Engagement and Accountable Talk" teacher training. This resource offers practical guidance for implementing the tools systematically. Download the guide here.

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Multitiered Systems of Support for English Learners

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Research-based practices, guides, and tools for Response to Intervention (RTI) with English Learners, the U.S. Department of Education funds model development of MTSS with ELs.

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Word Generation is a set of Tier 1, research-based curricular resources designed for use across content areas in grades 4–8. It places heavy emphasis on 21st century learning goals, including academic language, argumentation, analytic reasoning, reading to find evidence, oral discussion, and writing. Each unit introduces approximately 5–10 high-utility academic “focus words” and begins with an engaging text that introduces multiple perspectives on a high-interest topic.

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Word Generation is a set of Tier 1, research-based curricular resources designed for use across content areas in grades 4-8. It places heavy emphasis on 21st century learning goals, including academic language, argumentation, analytic reasoning, reading to find evidence, oral discussion, and writing. Each unit introduces approximately 5-10 high-utility academic "focus words" and begins with an engaging text that introduces multiple perspectives on a high-interest topic. While the units have moments of direct instruction, much of the learning comes from carefully scaffolded academic discussion and debates, providing students opportunities to draw on accumulated knowledge and apply new knowledge. Students read, discuss, debate, and write about each topic using the focus words.

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Improve your classroom with our educational research and resources. SERP provides innovative and scalable solutions for our schools' most pressing problems.

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he Academic Word List (AWL) contains 570 word families which frequently appear in academic texts, but which are not contained in the General Service List (GSL). When compiling the list, the author found that the AWL covers around 10% of words in academic texts; if you are familiar with words in the GSL, which covers around 80% of words in written texts, you would have knowledge of approximately 90% of words in academic texts. The words in the AWL are not connected with any particular subject, meaning they are useful for all students.
The 570 word families of the AWL are divided into 10 lists (called sublists) according to how frequent they are. Sublist 1 has the most frequent word families, sublist 2 the next most frequent word families, up to sublist 10, which has the least frequent. Each sublist contains 60 word families, except for sublist 10, which only has 30.

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Resources and information about evidence based vocabulary instruction

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Here is a word matrix template that you can use to engage learners when teaching a lesson on the relationships between words. A word matrix shows the families of interrelated word sums and helps explore topics like prefixes, plurals, and suffixes.

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Here is a word matrix template that you can use to engage learners when teaching a lesson on the relationships between words. A word matrix shows the families of interrelated word sums and helps explore topics like prefixes, plurals, and suffixes.