TLC
Instruction Module
Team Members: Linda Charles, Patricia Harrell,
Adam Powell, Pat Watson
Leader: Linda Charles
Instruction Module: 6th, 7th, 8th Grades
Types of Instruction:
Explicit Instruction- (active, intentional, planned instruction)
-the modeling and demonstration of the useful strategies
-routinely give direct, explicit demonstrations of cognitive strategies
-model the thinking "watch me" or "let me demonstrate"
Implicit Instruction (spontaneous, indirect, incidental instruction)
Rationale
Exemplary teaching is not regurgitation of a common script, but is responsive to childrens needs. --( Allington,
2002) What I've learned about effective reading instruction
Allington also believes that good teaching should not have to work against the organizational grain.
Vocabulary Instruction
Explicit






Pre-teaching vocabulary words - Providing
children with a list of unfamiliar words in a text
allows them to build denotation and
connotation. Discussion provides feedback for
the childs understanding. Read the text after
pre-teaching vocabulary words.
Repeated Exposure to Words - providing
multiple opportunities to use new words in
written and spoken form helps to build
understanding.
Key Word Method - Occurs before a child
reads the text, like pre-teaching vocabulary
words. A word clue or key-word, illustration
or image is provided to try to help the student
remember the definition.
Word Maps - Excellent method for
scaffolding. A graphic organizer is created for
all unfamiliar words in a text. One possible
example for a word map is a Frayer model.
Root Analysis - Adults should focus on
teaching children the most commonly occurring
roots, prefixes and suffixes. The reader should
see how the root helps her understand the
word’s definition. When a reader is able to
break down unfamiliar words into their
prefixes, suffixes and roots they can begin to
determine their meanings.
Restructuring Reading Materials - This
strategy is particularly effective for helping
struggling readers improve their vocabularies.
Sometimes grade level materials are
inaccessible to readers because there are too
many unfamiliar words in them.
(Brummitt-Yale, 2008)
Implicit


Incidental learning -Incidental vocabulary
learning occurs all of the time when we read.
Based on the way a word is used in a text we
are able to determine its meaning. Adults
should model this sort of learning for children
to help them develop their own skills.
Context Skills - Context skills are the
strategies that a reader uses for incidental
vocabulary learning. Texts are full of “clues”
about the meanings of words. Young readers
should be taught to find and use context clues
for learning new vocabulary words. Adult
modeling and practice are key for helping
children develop this important reading skill.
Synthesis for Reading
Synthesis for Research from Readings
Effective vocabulary instructional methods employ group practices, contain a balance between word work and
direct comprehension instruction, and are student-centered (Peterson 2002). Exclusively relying upon wholegroup practices can ignore individual student needs, in favor of creating an easier workload for the teacher
(Fisher 2007). One study found that intensive, varied vocabulary instruction in conjunction with writing
instruction should demonstrate greater improvement in student writing than traditional worksheet driven,
vocabulary teaching methods (Duin).
In order to understand the varied cultural identities of our students, we need to go beyond the school walls to
see how to connect the experience of the student to the content and goals of school culture (Vogt). How does
this connect to vocabulary instruction? Teachers must identify vocabulary that is a) important for student's
continued academic success and b) lacking in their current schema (Berne). High-quality instructional materials
with relevance to both the instructional objectives and student's personal experience is a must for effective
instruction (Wepner).
Instructional Strategies
TEKS Objective
6.2(A) determine the
meaning of gradelevel academic
6th
English words
grade
derived from Latin,
Greek, or other
linguistic roots and
affixes.
7.2(A) determine
the meaning of
grade-level
7th academic English
grade words derived
from Latin, Greek,
or other linguistic
roots or affixes.
Assessments
before
instruction
Assessments during
instruction
Assessments
after
instruction
Summative:
prior STAAR tests,
TMSFA (7th grade -lead students in
mini-lessons in which
oral fluency)
they explore and
apply the meanings of
Formative:
in-class
the roots scrib/script,
observation,
and graph.
conversations with
student, inventory
test
Summative: districtcreated benchmarks
Summative:
STAAR test,
Formative: Daily
classwork and
homework, reading
response, dialectival
journals, class
discussions,
vocabulary games,
anecdotal notes
Formative:
Student-created
word wall
posters,
vocabulary
notes, graphic
organizers,
maps, foldables
Summative:
prior STAAR
tests,
TMSFA (7th
grade oral
fluency)
Summative: district- Summative:
created benchmarks STAAR test,
Formative:
in-class
Instructional
Strategies
(Example Lesson)
use the DefineExample-Ask
routine to introduce
selection
vocabulary.
Formative: Daily
classwork and
homework, reading
response, dialectival
add words to word journals, class
wall for daily
discussions,
Formative:
Studentcreated word
wall posters,
vocabulary
notes, graphic
observation,
conversations
with student,
inventory test
review.
vocabulary games,
anecdotal notes
as appropriate,
have students
complete word
maps or other
graphic organizers
to record related
words and
meaning.
organizers,
maps,
foldables
add the root, prefix,
or suffix to the
word parts wall.
8.2(A) determine
the meaning of
grade-level
academic English
words derived
8th from Latin, Greek,
grade or other linguistic
roots and affixes.
as appropriate,
have students
complete word
maps or other
graphic organizers
to record related
words and meaning
Summative:
Summative: districtSTAAR test,
created benchmarks
Formative: Daily
classwork and
homework, reading
response, dialectival
add the root, prefix, journals, class
or suffix to the
discussions,
word parts wall (- vocabulary games,
able, -tion)
anecdotal notes
Formative:
Studentcreated
posters,
vocabulary
notes, graphic
organizers,
maps,
foldables
TEKS 6.2A
An example of a 6th grade instruction of a roots (scrib/script) mini lesson:
The teacher will lead students in mini-lessons in which they explore and apply the meanings of
the roots scrib/script.
Introduce the root (Before reading occurs to help the child understand the meaning)
scrib/script – means “to write”
The teacher models an example of the root in context“And now put away your books,” Mrs. Scott was saying as Geraldine tried to scribble a poem
quickly.”
DuringMonitor as partners brainstorm and record (e.g., in vocabulary section of reading journals) other
words with the scrib/script- root. Lead discussions about the meanings of the words and how
the root affects those meanings.
scribble
scribe
script
prescribe/prescription
subscribe/subscription
describe/description
transcribe/transcription/transcript
inscribe/inscription
post script (P. S.)
Have students brainstorm and record a visual way to show the meaning of the root scrib/script
(e.g., a symbol/picture). (A word clue or key-word, illustration or image is to help the student
remember the definition).
AfterReview the meaning of the root scrib/script throughout the year during daily active vocabulary
reviews.
(Repeated Exposure to Words - providing multiple opportunities to use new words in written and spoken form
helps to build understanding).
References:
Allington, R. (2002, June). What I've learned about effective reading instruction from a decade of studying
exemplary elementary classroom teachers. Phi Delta Kappan, 740-747. Retrieved July 11, 2012
Berne, J. I., & Blachowicz, C. L. (2008). What reading teachers say about vocabulary instruction: Voices from
the classroom. The Reading Teacher, 62(4), 314-323. doi:10.1598/RT.62.4.4
Brummitt-Yale, J. (2008). Effective strategies for teaching vocabulary. Retrieved from
http://www.k12reader.com/effective-strategies-for-teaching-vocabulary/
Duin, A. H., & Graves, M. F. (1987, Summer). Intensive Vocabulary Instruction as a Pre-writing Technique.
Reading Research Quarterly, 22(3), 311-330. Retrieved July 11, 2012, from http://www.jstor.org/stable/747971
FISHER, D., & IVEY, G. (2007). Farewell to A Farewell to Arms: DEEMPHASIZING THE WHOLE-CLASS
NOVEL. (cover story). Phi Delta Kappan, 88(7), 494-497.
Henk, W. A., Marinak, B. A., Moore, J. C., & Tomasetti, B. W. (2000). A reading lesson observation
framework for elementary teachers, principals, and literacy supervisors. The Reading Teacher, 53(5), 358-368.
Peterson, D. P. (2002). Looking inside classrooms: Reflecting on the "how" as well as the "what" in effective
reading instruction. The Reading Teacher, 56(3), 270-279.
Vogt, MaryEllen and Brenda A. Shearer. Reading Specialists and Literacy Coaches in the Real World. Boston:
Pearson/Allyn & Bacon, 2007. Print.
Wepner, Shelley B., Joan T. Feeley, and Dorothy S. Strickland. The Administration and Supervision of Reading
Programs. New York: Teachers College, 1989. Print.