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Flashcards in domain 4- vocabulary, academic lang., and background knowledge Deck (42):
1

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

1. demonstrate knowledge of the role of vocab., academic language, and background knowledge in reading development.
examples include:
-the role of vocab. knowledge in the development of word recognition and fluency
-the role of vocab. knowledge in reading comprehension (vocab. knowledge is both a key indicator and a predictor of comprehension ability)

2

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

more examples:
-the role of academic lang. in reading comprehension and learning (knowledge of more complex grammatical structures supports comprehension of more advcanced texts)
-the role of background knowledge n reading comprehension and learning (background knowledge of content as a key indicator of how well a student will learn new information related to that content)
-interrelationships among vocabulary, academic lang., background knowledge, and comprehension (how a reader constructs understanding of a text through both knowledge of the meanings of explicit words in the text and meanings that the reader infers from relevant background knowledge)

3

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

2. demonstrate knowledge of important issues related to the development of vocab., academic lang. and background knowledge
examples include:
-the critical role of early vocab. development (pre-k through grade 2) in students' later achievement in vocab. and reading
-the matthew effect : and its impact on students' growth in vocab, academic lang., and background knowledge and how effective instruction and intervention can reduce its negative effects.

4

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

more examples:
-interrelationships between vocab. knowledge and concept learning (how vocab. acquisition involves concept learning and concept learning support vocab. development, how effective vocab. instruction contributes to the growth of background knowledge)
-vocab. learning as an incremental process (more examples in context result in greater depth of understanding)
-The open ended nature of vocab. and background knowledge and the implications of this for instruction (the importance of using approaches in vocab. instruction that promote knowledge of a larger set of words than the target words)

5

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

3. recognize that text to use a larger and more sophisticated vocab. and more complex language structures than speech and plays a critical role in the development of vocab., academic lang., and background knowledge.

6

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

4. recognize the critical role of independent reading in developing students' vocab, academic lang., and background knowledge (the correlation between the amount one reads daily and one's academic achievement) and the importance of encouraging independent reading at approp. levels to promotes development of vocab., academic lang, and background knowledge.

7

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

5. demonstrate knowledge of factors to consider in developing students' vocab., academic lang., and background knowledge.
examples include:
a. recognizing that not all words should be given equal emphasis (the importance of evaluating the usefulness of a word and the freq. with which students will have opportunities to read it and apply it.)

8

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

5 b. recognizing different tiers of general academic vocab.
5 c. identifying academic vocab. that has a high level of usefulness and frequency within a given content area.
5 d. recognizing how understanding of specialized vocab. (justify, analyze, determine) is necessary for performing comprehension tasks

9

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

5 e. recognizing the value of promoting students' word consciousness, including their genuine interest in and enthusiasm for words.
5 f. recognizing the value of developing students' listening comprehension to support their vocab., academic lang, and concept development.
5 g. recognizing the importance of reinforcing vocab., academic language, and content knowledge through oral lang., reading and writing activities

10

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

5 h. understanding why learning vocab. from context is a powerful strategy only when combined with wide reading by and to students.

11

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

6. demonstrate knowledge of the components of an effective, explicit vocabulary program including :
a. direct teaching of specific words (combining word meaning instruction with concept development, using both definitional and contextual approaches, promoting integration (deep processing) of word meanings)

12

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

6 b. promoting development of word learning strategies (teaching transferrable, generalizable strategies; developing morphological knowledge; developing contextual strategies)

13

competency 10- understand the role of vocabulary, academic lang, and background knowledge in reading development and factors that affect student's development of vocab., academic lang. and background knowledge

6 c. promoting development of word consciousness
6 d. promoting wide reading and providing meaningful exposure (providing multiple, meaningful exposures to new vocabulary, academic lang. and background knowledge, providing opportunities to use new vocabulary, academic lang. and background knowledge in a variety of topical contexts and in multiple subject areas)

14

competency 10- questions for review:
10.1- What are some of the important issues related to the development of vocab., academic lang., and background knowledge that a teacher needs to consider?

-the critical role of early vocab. development (pre-k through grade 2) in students' later achievement in vocab. and reading
- the Matthew Effect and its impact on students growth in vocab., academic lang., and background knowledge and how effective instruction and intervention can reduce its negative effects

15

competency 10- questions for review:
10.1- What are some of the important issues related to the development of vocab., academic lang., and background knowledge that a teacher needs to consider?

- the interrelationships between VOCAB knowledge and concept learning (how vocab. acquisition involves concept learning support vocab. development, how effective vocab. instruction contributes to the growth of background knowledge

16

competency 10- questions for review:
10.1- What are some of the important issues related to the development of vocab., academic lang., and background knowledge that a teacher needs to consider?

- vocabulary learning as an incremental process (more examples in context result in greater depth of understanding)
- the open minded nature of vocab. and background knowledge and the implications of this for instruction (the importance of using approaches in vocab instruction that promote knowledge of a larger set of words than the target words)

17

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

including:
1. demonstrate knowledge of research based, systematic, explicit instruction in vocab. (words and their meanings)
- providing student-friendly definitions
-providing meaningful and contextualized examples, especially for new concepts.

18

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

2. identify explicit oral and written strategies that promote integrations of word knowledge and provide repeated, meaningful exposure to and opportunities to use new academic and content area vocab. examples include:
- conducting guided discussions of academic content and concepts
-conducting guided discussions of new words and their meanings, including identifying synonyms and antonyms

19

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

more examples-
- discussing words' origins, roots, and /or affixes
- creating semantic and morphological maps
-developing word banks and word logs
-comparing and classifying words orally and in writing
-generating metaphors and analogies with words orally and in writing
-incorporating new vocab. in subject matter discussions and written assignments
-using more precise words in speaking and writing.

20

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

3- demonstrate knowledge of research-based, systematic, explicity instruction in independent strategies for building vocab. and for determining and verifying the meanings and pronunciations of unfamiliar words or words with multiple meanings.

21

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

examples include:
-use of contextual strategies (using semantic and syntactic context clues, including apposition, to verify the meaning of a word and/or resolve ambiguity)
-use of morphological strategies (developing knowledge of common roots and affixes, developing knowledge of the processes of word formation, applying structural analysis skills)
-use of reference materials (using a dictionary, thesaurus, or other text based or technology based reference tool)

22

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

4- identify explicitly strategies for developing students' word consciousness and fostering a love of words(engaging students in word games, discussing the etymology and morphology of words and supporting students investigations in etymology and morphology, drawing attention t other use of figurative lang. in both speech and print, encouraging students to share new and interesting words encountered in speech and print)

23

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

5- identify explicitly listening and comprehension activities that promote the development of vocab., academic lang, and background knowledge (providing word explanations, reading both literary and informational texts aloud to students and conducting guided discussions of text content and vocab.

24

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

6. - recognize the role of wide reading in building vocab., academic lang., background knowledge and a love of reading and identify explicit strategies for promoting students purposeful independent reading of a broad range of literary and informational texts at increasingly challenging levels.

25

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

7. demonstrate knowledge of explicit strategies for developing students'' knowledge of lang. and lang. structures (knowledge of syntax and grammar, knowledge of elements that promote cohesion and coherence in oral and written discourse ) to support their comprehension of text at the word, sentence, paragraph, and text levels.

26

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

8. demonstrate knowledge of explicitly strategies for helping students understand similarities and differences between lang. structures used in spoken and written lang.(helping students make connections between their existing oral vocab. and new written vocab, engaging students in oral rehearsal in preparation for writing) and develop their knowledge of written lang. structures and conventions (analyzing how punctuations affects a texts' meaning)

27

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

9. demonstrate a knowledge of how to address the full range of learners in the classroom with respect to their development of vocab., academic lang., and background knowledge (universal access)

28

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

examples:
-providing diff. instruction in vocab., academic lang, and background knowledge to address the needs of:
1: struggling readers and students with reading disabilities (focusing on key vocab, academic lang. structures, background knowledge; reteaching vocab., lang. structures, and concepts; using a variety of concrete examples to explain a word or concept; providing addtl. meaningful practice using new words and concepts.

29

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

2- SPECIAL needs- (focusing on key concepts; preteaching/reteaching vocab. and concepts; providing addtl. exposures to new words and concepts; using concrete examples to explain a word or concept; presenting vocab. and concepts using visual, auditory, kinesthetic, and tactile techniques; providing addtl. meaningful oral and written practice using new words and concepts.

30

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

3- EL and speaker of nonstandard English:
(activating students prior knowledge by making explicitly connections between their current knowledge and new vocab./concepts; capitalizing on transfer of cognates; building on students current lang. skills and reinforcing their knowledge of basic, functional grammar to facilitate their reading comprehension; emphasizing reading instructions that promotes development of academic lang. including explicitly teaching more complex lang. structure and key vocab. used in a text; contextualizing new vocab. and concepts using visual aids such as pictures, charts, word organizers, and graphic organizers; using "preteach- reteach- practice- review" building students morphological knowledge, including knowledge of the meanings of common words roots used in academic lang.

31

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

4- advanced learners: (increase the pace and complexity of instructions, building on and extending current knowledge, extending the depth and breath of assignments)

32

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

10. recognize that vocab., academic lang. and background knowledge are indirectly assessed in reading comprehension assessments and recognize the implications of this in interpreting the results of those assessments.

33

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

11. demonstrate knowledge and ability in assessment (entry level assessment, monitoring of progress and summative assessments) with respect to vocab., academic lang., and background knowledge.

34

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

examples:
-demonstrating ability to describe and use appropriate formal and informal assessments to determine students level of vocabulary, academic lang., and background knowledge for diff. assessment purposes (entry level assessments, monitoring of regress, and summative assessment )
-demonstrating ability to analyze and interpret results from these assessments

35

competency 11- understand how to promote students'' development of vocab., academic lang., and background knowledge.

- demonstrating ability to use the results of assessments to plan effective instruction and interventions in vocab., academic lang., and background knowledge; adjust instruction and interventions to meet the identified needs of students; and determine whether students have made progress in learning the content.

36

competency 11- questions for review:
11.1- What steps are included in direct instruction of vocabulary words?

- introduce the word in child friendly lang; provide a description of the word; explaining the meaning of the word
-ask students to restate the description, explanation, or examples in their own words
-have students to construct a graphic representation of the term
-engage students in activities that help them add to their knowledge of the term
-have students discuss the term with one another
-engage students in games that allow them to play with the terms

37

competency 11- questions for review:
11.2- How can a teacher use explicit instruction to build on students' prior knowledge, improve listening, and speaking vocab. and enhance vocab. development?

- use formal and informal tools to assess reading and speaking vocabulary
-provide a variety of activities to build vocab. skills. these would include: listening to and reading a variety of texts, playing vocab. games, word sorts, semantic mapping, classification, word banks, and many other activities.
-use direct, explicit instruction to teach a variety of strategies for gaining meaning from unfamiliar words, such as word analysis, decoding, prefixes, roots, context, syntax, and root words.

38

competency 11- questions for review:
11.2- How can a teacher use explicit instruction to build on students' prior knowledge, improve listening, and speaking vocab. and enhance vocab. development?

-use a variety of materials and resources to extend vocab. and understanding of words.
-direct instruction in vocab. and in strategies to attain vocab. knowledge is essential for all students: it is critical for EL students to acquire vocab. Preteaching vocab. /concepts is a scaffolding strategy that teachers must use on a consistent basis.
-provide many opportunities for read alouds and independent reading in the classroom. this independent reading will help build the vocab. knowledge of all students.

39

competency 11- questions for review:
11.3- How can a teacher differentiate instruction for struggling readers, students with special needs, English learners and advanced learners?

-to provide for struggling readers: focus on key vocabulary, academic lang. structures, and background knowledge; reteach vocab., lang. structures, and concepts; use a variety of concrete examples to explain a word or concept; provide additional meaningful practice using new words and concepts.

40

competency 11- questions for review:
11.3- How can a teacher differentiate instruction for struggling readers, students with special needs, English learners and advanced learners?

- to provide for students with special needs, focus on key concepts, preteaching/reteaching vocabulary and concepts, provide addtl. exposures to new words and concepts; use concrete examples to explain a word or concept; present vocab. and concepts using visual/ auditory/ kinesthetic/ and tactile techniques; provide addtl. meaningful oral and written practice using new words and concepts.

41

competency 11- questions for review:
11.3- How can a teacher differentiate instruction for struggling readers, students with special needs, English learners and advanced learners?

- to provide for the needs of EL- activate students prior knowledge by making explicit connections between their current knowledge and new vocab./concepts; capitalize on transfer of cognates; build on students current lang. skills, and rein force their knowledge of basic, functional grammar to facilitate their reading comprehension; emphasize reading instruction that promotes development of academic lang. , including explicitly teaching more complex lang. structures and key vocab. used in a text; contextualize new vocab and concepts using visual aids, such as pictures, charts, word organizers and graphic organizers; use the "preteach, reteach-practice - review" method; build students morphological knowledge, including knowledge of the meanings of common word roots used in academic lang.

42

competency 11- questions for review:
11.3- How can a teacher differentiate instruction for struggling readers, students with special needs, English learners and advanced learners?

-to provide for the needs of advanced learners, increase the pace and complexity of instruction, build on and extend current knowledge, extend the depth and breadth of assignments.