Presented by Andrea Ruiz

 Please close out all other programs
 Please have handy the handout that was emailed to you “Reading Plus Approach:
The Rule of 3”
 Participation certificates will be sent to those who actively participate
 You will be called on to interact through
chat, polling, whiteboard and using
thumbs up or thumbs down
 Free feel to ask questions by sending them through the chat box.
“My Mood” icon

When finished with this training you will be able to:
 Name the top indicator of academic success/failure
 Identify the most effective strategies for teaching vocabulary
 Apply the Rule of 3 into classroom instruction
 Analyze content to determine which words to target for instruction
 Design a lesson following the RAP method

What do the researchers find?
Systematic vocabulary teaching has been cited by many studies as a Best
Practice for accelerating academic achievement across subject areas.

 Linda Ventriglia, Ph.D.
 12 year study
 1 major factor present for each successful program:
VOCABULARY

Importance of Vocabulary Development
# 1 indicator of academic failure and success?
Vocabulary knowledge
Higher vocabulary = test scores
Lower vocabulary = test scores
99.9% correlation!

How can we best teach our students vocabulary?
 Train students to ask about unknown words
 Create word walls

What criteria do we use to set up our word wall?
 A. Alphabetical order
 B. Part of Speech
 C. The order in which our students are introduced to a word?

How can we best teach our students vocabulary?
 Teaching 15 new words and 20 minutes a day is ideal - no more.
 Write each new word in a word book

How can we best teach our students vocabulary?
 Use pictures whenever possible

How can we best teach our students vocabulary?
 Bridge words to students own language:
 Teach Latin and Greek roots (75% of words)

1.
Encourage students to ask about unfamiliar words
2.
Create a Word Wall
3.
Teach 15 words a day/20 minutes of instruction
4.
Have students keep a word book
5.
Use pictures whenever possible
6.
Bridge words to students language
(ex. Google Translate)
7.
Teach Greek and Latin roots

Name as many Best Practices as you can in the chat box now

Tier 2
: These are the words to target for instruction
*Interdisciplinary
These words can be used by students across subject areas.
Examples: reached, transferred, prevented
*Multiple meaning words and idioms
Examples: steps, staple, check, table, “keep track”
(Focus on CASAS vocabulary)
-------------------------------------------------------------------------------------
Other Tiers
Tier 1: High frequency words: run, make, these, my, turn.
Cognates: family-familia, revolution-revolucion
Tier 3: Subject specific words and proper nouns:
Examples: Native Americans, photosynthesis, Pilgrims

Examples:
 history – historia
 hospitality – hospitalidad
 patience – paciencia
 decisive – decisivo
 temperature- temperatura
 liberty – libertad
 Others?

Examples:
 A Bird In The Hand Is
Worth Two In The Bush
 Riding shotgun
 A Chip On Your Shoulder
 When It Rains, It Pours
 A Drop in the Bucket
 Water Under The Bridge
 Wear Your Heart On Your
Sleeve
 When Pigs Fly

 You will be reviewing a passage. As a group, you will determine the Tier 2 words.
By last name:
Group 1: A-F
Group 3: N-R
Group 2: G-M
Group 4: S-Z

Martin Luther King wanted to end segregation. He did not believe in the separation of white and black people. He believed in the equality of all people .
Martin Luther King organized peaceful demonstrations and civil rights marches in Atlanta, hoping to gain equal rights for African Americans.
Martin’s dreams became a reality. African Americans can vote and go to the same schools as white children; but he did not live to see these things occur. In 1968 he was assassinated.
Today, we celebrate Martin Luther King’s birthday on
January 15 th as a national holiday.

 equality
 segregation
 separation
 organized
 peaceful
 demonstrations
 African Americans
 assassinated
 celebrate
 birthday

 Student relates the word to his/her own experiences ex:
 Spell and Say while snapping fingers
 Give the definition
 Ask students for definition / confirm or correct
 Present visuals that students can connect to words
 Match words to synonyms or definitions

 Discuss grammar, parts of speech, letter patterns, root words, prefixes and suffixes, families
 Word Map
 Other forms
(caution-cautiously)
 Cloze exercises

 Create or find a picture for the word
 Demonstrate the word-
(Mope)
 Use the word in conversation
 Construct a sentence with the word
 Think of a word or picture that clues the learner to the meaning of the word

Select
*words used in several subjects
*words with multiple meanings
Present
Translate, pictures, Greek and Latin roots
Engage
–
RAP! Rehearse, Analyze, and Produce. Word walls, word books, and interactions: Snap and Spell, visualizing, drawing

 I will send this slide deck out to you for reference
 Certificates of course completion
 Post-session survey: please share your thoughts on today’s presentation and share how you have implemented vocabulary instruction in your classroom since this session
 Feel free to contact me at alruiz@bellevue.edu