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Can we/should we prioritize a category of words as a whole school?  (Tier 2/Tier 3) Should our criteria be more precise than "words they don't know," when selecting words to study?  How do we select words to study that will have significant impact and help them in their learning, long after any quiz has been passed?

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Can we/should we prioritize a category of words as a whole school?  (Tier 2/Tier 3) Should our criteria be more precise than "words they don't know," when selecting words to study?  How do we select words to study that will have significant impact and help them in their learning, long after any quiz has been passed?

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I realize this shows math, but her expression speaks to me.

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I realize this shows math, but her expression speaks to me.

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Our kids' vocabularies are weird.  They pick up a lot of unusual words from tic-tok--anyone else hear "liminal space" last year?--but don't have some basic grade-level vocabulary that would allow them to comprehend and communicate well.

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Why does Word Study matter so much at West?

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Why does Word Study matter so much at West?

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What are your thoughts on Vocabulary as an equity issue?  How is this affecting our students? Are we prepared to commit significant energy to improving vocabulary study in our classes, and to encouraging other subject areas to do so?  We have a ton on our plates and lots input from outsiders; there is not a wrong answer to this question.  How much investment  can each of us put into the idea that explicit vocabulary study is a worthy use of our class time? 

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What are your thoughts on Vocabulary as an equity issue?  How is this affecting our students? Are we prepared to commit significant energy to improving vocabulary study in our classes, and to encouraging other subject areas to do so?  We have a ton on our plates and lots input from outsiders; there is not a wrong answer to this question.  How much investment  can each of us put into the idea that explicit vocabulary study is a worthy use of our class time? 

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"Rationale for Robust Vocabulary Instruction"

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"Rationale for Robust Vocabulary Instruction"

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Book Discussion Topics and Questions for this chapter are on p. 196.  Take a look and start a discussion on any of the topics you would like.

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We all need to have a solid grasp of what Tier 1, Tier 2, and Tier 3 words are.  Authors define and explain the Three Tiers Framework starting on page 9.

As a reading teacher, I stay pretty solidly in Tier 2, but I know that different content area teachers have specific Tier 3 Vocabulary they need to teach.

Questions or comments? Can you think of any specific terms that are regularly used in your class that students don't have a solid understanding of? Let's start a list here.

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On p. 39, authors give us a framework and opportunity to practice selecting words.
Take a look at one of your typical reading requirements in your class and go through this process.  Once you have selected a short word list, consider:  How will you deal with the words?

Please consider sharing here!

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So, what are  "student-friendly definitions" and how do we create and use them with our students?

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So, what are  "student-friendly definitions" and how do we create and use them with our students?

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I don't always have the time or the attention span to read a PD book cover-to-cover.  Here are some features that can get you started in a hurry.

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P. 183--Appendix:  Menu of Instructional Activities The authors provide a variety activities that you can pull together really fast.  I don't like re-inventing the wheel...I run out of time and I'm not that creative.  Our reading specialist cohort actually started here!  At least one activity, "Example, Non-example," I did on the fly with no preparation because it fit with what was happening in my room at the moment.  It worked well, and I'll do it again, next time with a little more prep.

P. 195 Study Guide
We'll be using or adapting a lot of the questions in the study guide for our study.  Again:  why reinvent the wheel?  In addition, the authors give a brief overview of each chapter.  We're all professionals and I'd rather focus on applications rather than academic information, especially as we can relate them to West.