Gail E. Tompkins California State University, Fresno Literacy in the Middle Grades Teaching Reading and Writing to Fourth to Eighth Graders, 2e Second Edition Gail E. Tompkins California State University, Fresno Prepared by Helen Hoffner Holy Family University This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. © 2010 Pearson Education, Inc. All rights reserved.

Choosing Words to Study Chapter 6 Choosing Words to Study Tier 1: Basic Words These common words are used socially in informal conversation at home and in recreational activities. Tier 2: Academic Words These words are used more frequently in written than in oral language. Tier 3: Specialized Words These technical words are content-specific and abstract.

Levels of Word Knowledge Chapter 6 Levels of Word Knowledge Level 1: Unknown Word Students don’t recognize the word. Level 2: Initial Recognition Students have seen or heard the word or can pronounce it, but they don’t know its meaning. Level 3: Partial Word Knowledge Students know one meaning of the word and can use it in a sentence. Level 4: Full Word Knowledge Students know more than one meaning of the word and can use it several ways.

Vocabulary Instruction Chapter 6 Vocabulary Instruction Immerse students in words through listening, talking, reading, and writing. Teach specific words through active involvement and multiple encounters with words. Teach word-learning strategies so students can figure out the meanings of unfamiliar words. Develop students’ word consciousness, their awareness of and interest in words.

Chapter 6 Word Walls Words should be added as they come up in texts students are reading, not in advance. Students and teachers write interesting and important words representing all 3 tiers on word walls. Students use word walls during grand conversations, word study activities, and writing projects.

When students encounter an unfamiliar word, they should: Chapter 6 When students encounter an unfamiliar word, they should: Reread the sentence containing the word. Use context clues. Look for familiar root words & affixes. Try to pronounce the word. Use a dictionary.

To determine the meaning of an unfamiliar word, students should: Chapter 6 To determine the meaning of an unfamiliar word, students should: Use context clues. Analyze word parts. Check a dictionary.

Word-Study Activities Chapter 6 Word-Study Activities Word Posters Possible Sentences Dramatizing Words Semantic Feature Analysis Word Maps Word Sorts Word Chains

Monitoring Vocabulary Development Chapter 6 Monitoring Vocabulary Development Teachers monitor students’ vocabulary growth by using: Observations Conferences Rubrics Tests

The Matthew Effect “The rich get richer” Chapter 6 The Matthew Effect “The rich get richer” Capable readers have larger vocabularies because they read more. Capable readers read books with more sophisticated vocabulary. The gulf between capable and less capable readers grows wider.

Scaffolding English Learners Chapter 6 Scaffolding English Learners English learners often need explicit vocabulary instruction. Tier 1 Words Teachers gather small objects and pictures to help students learn Tier 1 words. Tier 2 Words Teachers often preteach Tier 2 words before students read a text. Tier 3 Words Teachers teach the Tier 3 words that are essential for understanding the big ideas.