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In what ways does the teacher apply research-based strategies in her vocabulary instruction? 

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In what ways does the teacher apply research-based strategies in her vocabulary instruction? 

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The teacher introduced the word by having it written on chart paper. She helped guide the students through pronouncing the word using their decoding skills. She then had the students pronounce it all together. She used kid-friendly definitions with real-life examples. She checked for their understanding with critical questioning.

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Before reading the story, the Teacher chose vocabulary words in the story to review and teach the students. That way, when the words came up in the story, the students would have an understanding of these words. She also demonstrated syllables, as well as decoding skills for the students to practice reading the vocabulary words on the poster paper.

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The teacher had 3 vocabulary words written on the board, 2 of which highlighted syllable patterns in the word. The teacher explained the definition and how to say the word. She used consistent repetition, real world scenarios, and deeper thinking questions. These several ways of practicing the word and the definition will provide the students with a better understanding of the meaning in the text.

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The teacher used research-based strategies in her vocabulary lesson prior to reading the story by identifying key vocabulary terms that the students will see/hear in the story. She reviewed the terms using the part method to help the students break the word into chunks according to their syllables. This assists students in learning to decode and read longer words. The students read the parts then read the whole word together multiple times to get their correct pronunciation. When explaining the definition of the word, she used real life examples the students could connect to and had them say the vocabulary word throughout her explanations to check their understanding and gain their attention. This second grade teacher was very thorough in assuring her students' understanding of each vocabulary word!

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The teacher connected the vocabulary learned to a story, allowing students to see the words being used in context. This method allowed students to see the word in a sentence. The teacher also chunked the words into parts for students to decode. While reviewing the definitions of the words, the teacher related the meanings to real-world examples and asked questions that required students to use the words themselves.

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At the beginning of the lesson, the teacher uses the strategy of dissecting new words to make them easier to digest. She also provides easy to understand definitions and multiple examples for each vocabulary word. The teacher tests her students’ knowledge by giving them real-world scenarios and asking questions relating to the vocabulary.

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The teacher in the video practiced research-based strategies by writing three vocabulary words from the story on the board. She helped the whole class sound out each word and say them together. The teacher had the students practice the words multiple times and gave them simple definitions they could understand. She also gave several examples so the students could relate to the words. The teacher allowed the students to talk with a partner about how a student might be impressed when looking into a bedroom and then called on students to explain their answers. She did this to make sure the students understood the words and examples. By repeating the words, practicing decoding, and giving the students examples, she helped the students build a stronger understanding of the vocabulary words.

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In the video, the teacher uses many research-based practices within her vocabulary lesson. In the beginning of the video, she helps visualize the dissection of the word concentrate and impressed. Instead of the students seeing the word "concentrate", they are able to see three parts: con-cen-trate. This helps students not only sound out the word, but be less overwhelmed with a word they may not know how to sound out. Additionally, she gives many examples of the vocabulary words to help students connect the words from the story to other areas of their life and think about the word in their own way.

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The teacher gave a quick rundown of certain vocabulary words that would appear in the text. She also discussed strategies for decoding for her students to use if they are struggling with a word. Tactics of repetition and a constant use of these new vocabulary words were used to ensure the students fully understand these words.

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Before the teacher read the story, she went over some key vocabulary terms with the students with explicit instruction for how to decode the word and sound it out. This is introducing these harder words to them with meaning before they will see it in the text. The students repeated the words, were given definitions, and decoded the words for better understanding during this lesson.

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The teacher used research-based strategies in her vocabulary lesson before reading the story. The vocabulary words were identified that the students will see and hear in the . story. She also discussed strategies for decoding for her students to use if they are struggling with a word. The use of repetition and constant use of these words ensured students understood these words.

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The teacher started by having her 3 key vocabulary words written in front of the students. She also had each syllable labeled to help with pronunciation. This made sure students could still see the words while she offered examples of each definition and checked for their understanding. She also gave students multiple examples for each word, including real world examples, that helped them stay actively engaged and interested.

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The teacher introduced the three vocab words and had the students say them a couple of times. She also gave examples of how you would use the word in a sentence. She also had the students use the vocab word in a turn in talk to better their understanding of the word.

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After the read-aloud, the teacher concentrates on three key words. She writes each target word on the board, models its pronunciation, and guides the students in decoding and pronouncing the words themselves. The students then repeat the words several times. To clarify their meanings, the teacher provides verbal examples. This approach includes repeated exposure to the words, integration of decoding skills, and establishing contextual connections.

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During the teachers instruction , she went over vocabulary by breaking it down and had the students repeat after her, she provided definitions to the vocabulary that she was introducing. She also provided real life examples , so that students can relate and refer to the vocab word. After moving on, she begins with the breaking down of the vocabulary and shares the definition and realates it back to the story. This allows the students to refer back to those examples from the teacher and from the story to refer back to the vocabulary word. When she tells the students, she gives them a sentence starter, "I was impressed because. " She allows the students to share their answers and acknowledges and reassures the students who use it correctly and helps the students fix their sentence to have the correct concept. This promotes student active engagement.

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Key vocabulary terms were utilized, and she used kid-friendly definitions. Kids are able to digest these words more easily this way. There was a good bit of practice involved as well, so the kids have the repetition aspect that helps them to remember better.

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The teacher applies research based strategies in her vocabulary instruction through repetition when introducing the word. She got the students to repeat the whole thing and parts of it multiple times to make sure they knew how to say the word. She used real world examples to help the kids understand the vocabulary as well and make a connection. She introduced the unfamiliar vocabulary before the story and identified what it meant and how it could be used. This method could be used in an interactive read aloud because she introduced it before, talked about it in the story, and then reiterated the meaning after.