Reading Guide- Direct and Rich Vocabulary Instruction (Beck and McKeown)
The Three Tiers of Words: using the description form the Article, the chart, and
discussion in class write a definition for each. Then locate four words in Ruby the
Copycat that fit into each Tier. (Use your text from the Text-Talk)
Tier 1:
Tier 2:
Tier 3:
In the article, what do the authors argue is the problem with relying on word learning
solely form context clues (and what do they propose instead for teaching the meanings of
words)?
How to choose which words to teach?
How To Teach Vocabulary
Briefly summarize these specific examples of activities that exemplify rich vocabulary instruction:
Overheard Conversations-
Examples/Non-examples-
Word Lines-
When TO Teach Vocabulary
Four Types of Context Clues
Briefly define and give an example of each.
1.
Directive contexts:
2.
General contexts:
3.
Nondirective contexts
4.
Misdirective contexts
How To Keep It Moving
Noticing Explicit Vocabulary Instruction Strategies in Ruby The Copycat Lesson Plan
After you have read the Beck and McKeown chapter and Ruby the Copycat Lesson Plan, do you see
connections between the “theory” and “practice”?
Identify a few examples of each of the instructional techniques described in their chapter as they play out in the
lesson plan.
Be prepared to discuss these ideas and apply them to a new book.
---Ask students when they might use that word
--- Examples/non examples
---Word Lines