The second vlog in a series on teaching vocabulary focuses on word selection, specifically planning for the teaching of Tier 3 words across primary subject areas.

References:

Beck, I.L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary  instruction. New York: Guilford.

Graves, M.F., Baumann, J. F., Blachowicz, C. L., Manyak, P., Bates, A., Cieply, C., Davis, J.R., & Von Gunten, H. (2013). Words, words everywhere, but which ones do we teach? The Reading Teacher, 67(5), 333-346.

This is the first in a series of vlogs discussing intentional vocabulary teaching as it relates to a knowledge-rich curriculum. In this first one, I discuss two research articles that establish frameworks and strategies for creating a ‘flood of words’ in primary classrooms.

The findings from Executive Summary 3 indicate that teachers are consistently implementing expectations for lesson architecture, as evidenced in Executive Summary 1. Next steps will be focused on the planning process and how High Quality Texts (HQTs) support the concept of reading as the vehicle to propel a Knowledge-Rich Curriculum. Further, we will continue to focus on Checking for Understanding (CFU) questions as the driver of planning, and ensuring TLAC techniques are utilised as intended (Lemov, 2015).

References:

Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.