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Impetus to Inquiry!!!

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Close reading moves beyond a written text. Visual texts, media, etc. provide students with multiple ways to practice the mental skills and develop the stamina needed to critically think about texts.

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What DOK levels are involved when teaching words removed from context?

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Good readers have a sense of when a word is cardinal to understanding a passage and when it is not.

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Good readers have a sense of when a word is cardinal to understanding a passage and when it is not.

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This relates to Tier 1 Vocabulary.

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I think literacy is so much more than printed texts. Using media texts is a huge advantage in scaffolding literacy skills, and we should be encouraging our ELA teachers to use them, especially with the bombardment of social media on our kids.

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Close reading with complex visual texts 

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Close reading with complex visual texts 

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Most of the words you know weren't learned from any vocabulary list or program but from reading

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Most of the words you know weren't learned from any vocabulary list or program but from reading

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"Everything depends upon reader's purpose."  Purpose is important when teaching anything. Why teach random words for the sake of teaching vocabulary. No wonder kids don't retain information!

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What if we tested students are their ability to predict word meaning instead of recalling definitions?

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It's interesting how we are supposed to move away from direct vocabulary instruction--like with weekly lists as Jago describes. I for one "wasted" a lot of class time on vocabulary-learning exercises. 1. I wonder how many teachers still employ the traditional vocabulary-instruction model. 2. How does Jago's  opinion align with Hattie's research findings that conclude that vocabulary programs have an extremely high effect size?

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It's interesting how we are supposed to move away from direct vocabulary instruction--like with weekly lists as Jago describes. I for one "wasted" a lot of class time on vocabulary-learning exercises. 1. I wonder how many teachers still employ the traditional vocabulary-instruction model. 2. How does Jago's  opinion align with Hattie's research findings that conclude that vocabulary programs have an extremely high effect size?

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Should we focus on targeted instruction of prefixes and suffixes instead of stock vocabulary lists?

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Learning about words is a life-long project

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Learning about words is a life-long project

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Chapter 6

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Chapter 5