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When it comes to comprehension, I would probably use annotations to determine and guide. This is where they would be able to break down the text to determine the intricate parts of the reading but also with guidance from me, focus on certain words where they can also independently break the words apart.

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I would use two methods, exposure and context. For exposure I would use the vocabulary to come in my lecturing, include it in journal entries, and/or have a definition of the day on the board. I think exposure is key to learning new vocabulary because the more they see it and see it being used, the easier they are going to be able to use it themselves and understand how to use it as it will be presented to them in different ways. Now for context, this comes hand and hand with exposure. They should be able to read the vocabulary and from the sentences around it, determine the definition from context. If they can't, they should be marking it down to question about later.

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Tier 1- This is vocabulary that is basic and understood in the use of everyday conversation and usage. EX: Discussion posts or journal entries are where they would use their everyday language. They will have entry and exit tickets where this vocabulary is acceptable.

Teir 2- This is vocabulary from someone with a more advanced range of vocabulary words who understand how to use words beyond what the normal understanding is. EX: This is after they have been taught a concept and they are applying their knowledge in the concept to connect to other concepts. This final project is them applying their previous knowledge on how to gather information and apply it to present and persuade, which is where they would use extensive vocabulary.

Teir 3- This vocabulary is specific to specialty content and information where one would typically not know or be using the vocabulary unless educated on the content. EX: This could possibly be when they are writing a research paper on a very specific topic. This is when they are doing research on the issue at hand.

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It encompasses the other four because comprehension includes all of these skills for mastery. This means, the four together is how comprehension is accomplished.

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I would use a dictionary. If students don't know a vocabulary word, I would have them look it up in Mr. Webster.

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Give students a packet that allows them to fill out several things for each word. For example: what it means, what it doesn't mean, real real-world example, where you might see the example. I would personally go through it as a class. If it is a tier two or three level word than I would hang it in the classroom, like a word wall.

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Tier 1- words that get used a lot (work on your own)

Tier 2- words that get used a lot but are more advanced (work independently)

Tier 3- Not used often (differentiating instruction)

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Comprehension is the circle around the other four because it's the overall understanding of the four parts.

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Math Text Marking/Annotation...

This includes teaching students what they need to mark and highlight in word problems. So they can circle numbers in blue, underline the question being asked in green, and box the key vocabulary in orange. This will help students simplify what the question is asking. It is also a visual way for students to break up the problem.

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make word organizers. Such as how certain words relate to each other. Distribute means multiply

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have them identify what they know,

what they want/need to know

incorporate what they have learned

What is the answer and does it make sense

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Pre-Teach, before starting unit have students, learn vocab through a reading or finding words online, or doing a blooket, then while teaching the lesson empahize the vocab. I also think group summerazing also is very good to use.

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If we are doing a reading, we would break up into small groups and read it together in order to be able to break it down and understand it better with peers. After students have read the text we would go over the content again together to help students understand better. I would also only choose content that is appropriate or mildly challenging to my students.

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Annotating word problems in math. Pulling out information you know, what you are trying to find, and any numbers that may be important for the problem. Using information from the word problem to draw a picture or mark diagrams

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Think Alouds - This allows students to speak through things together as they do problems.

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Design stations with key movements that are displayed on posters. The students have to act out the movement and understand what the movement does for the human body to move onto the next station.

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Modeling - Having the teacher break down the movement into simpler steps to help students see each individual step in the entire movement.

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Have the students break off into groups and discussion the reading as a group and allow each member to speak.

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Use bullet points to break down game rules. Also, for younger grades, have graphics that demonstrate a skill with the bullet points under. This may even be beneficial for upper levels as well.

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Hands on activity. They read something, do an activity of it, to comprehend what the reading was all about.

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Comparison Chart. Giving students different ways to visualize the difference between vocab, ex linear vs quadratic. showing an equation and a graph. have them compare the differences and similarities

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Using a word wall or putting words up on the white board as I am doing my instruction. Using the words in my directions and explaining the definition in my demonstration. I could also provide pictures to go with the words so that students make connections to the words.

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Have students work together to match vocab with examples and definitions. Go over them weekly. I do, you do, we do

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Visually marking diagrams. Applying the vocabulary to different types of diagrams using a word bank.

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I do, we do, you do

I would show the vocab with definition, we would do flash cards as a class, they would go find examples and make their own defintions

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I think the most effective way to teach vocabulary in social students is having students do guided notes, where they write down a important vocab, then have the teacher fill in information, than a blookeet.

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Flashcards

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Graphic organizers

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Have students act out the vocab word. When I introduce the word serve, students will act out the serve with me. When teaching aerobic, I can have the students sprint super hard first, and then tell them they used their aerobic energy.

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Teach it while demonstrating/ as you teach the actual skills. Use specific vocab to demonstrate sport specific skills.

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Blooket, that's it. We are gonna play Blooket all day everyday.

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Connecting words with the action. As the teacher or a student who already knows the word, demonstrate what that word could mean with the action.

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Tier 1: basic, used often, typically doesn't need instruction (EX: add, subtract)

Tier 2: used often, advanced or mature language, some vocab instruction (EX: multiplication, square root, justify)

Tier 3: not used often, needed to understand content material, direct instruction required in content area classes(EX: factoring, distributive property)

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Tier 1- Plus, add, minus, math

Tier 2- Divide, graph, exponential

Tier 3- Exponential growth, Decay

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Tier 1 - game, run, walk, play.

Tier 2 - intensity, health, wellness

Tier 3 - strike, homeostasis

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Tier 1: Equals

Tier 2: Exponent

Tier 3: exponential growth

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Tier 1: Map, Globes

Tier 2: Hitler, Declaration of Independence.

Tier 3: Treaty of Versailles, Treaty of Hamburg.

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1) Find, subtract

2) Graph (verb), analyze

3) Congruence, Quadratic,

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Tier 1. Gym, Ball

Tier 2. Communicate, Collaborate

Tier 3. Locomotor movement, Manipulative

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Tier 1: exercise, game

Tier 2: health/wellness

Tier 3: specificity, baseline

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tier 1 Map book globe

tier 2 WW1 WW2 D day Hitler

tier 3 Dates treaty's

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1.) Basic, high frequency, high utility (used often) --- usually doesn't require instruction

Ex.) Run, jump, walk

2.) High frequency, used a lot for advanced/mature language users--- some vocab instruction may be required

Ex.) Gallop, serve,

3.) Low frequency, words that are needed to understand content area material ---direct instruction required in content area classes

Ex.)Aerobic, anaerobic,

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Tier 1 - Math and add

Tier 2 - Graph and Division

Tier 3 - Factoring and Distributive

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Tier 2: Participants, Economics

Tier 3: Command Economy, mixed economy

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This is because each of the 4 leads to students' overall understanding and comprehension of reading.

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Comprehension involves knowing all 4 aspects before the student can fully comprehend the material. If a student is missing one of the four aspects, they will not fully comprehend and grasp the content.

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When students figure out fluency, phonemic awareness, vocablulary, phonics they will comprehend everything needed.

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Comprehension applies to all others. Students must understand those to have full comprehension.

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You need all 4 to fully comprehend, and they aid in comprehension.

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Fluency, phonemic awareness, vocab, and phonics are the foundational building blocks on which comprehension occurs.

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It takes the understanding of fluency, vocabulary, phonemic awareness, and phonics to be comprehensive.

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When all four pieces are being achieved, then comprehension is achieved. Comprehension encompasses all of the parts.

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It is in the circle around the 4 components because it is all of them combined. Comprehension needs those 4 components to be complete.

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A student needs to understand all four to be able to have comprehension

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Comprehension is the big circle because all those skills together form a person's comprehension.