Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out:

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Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.

Today’s Purpose Today we will discuss schoolwide approaches for promoting vocabulary learning.

Why Go Schoolwide? Schoolwide focus is one of the most important actions a elementary school can take to improve achievement (Reeves, 2000) Focus on literacy schoolwide leads to long-term improvement in climate and achievement (Fisher & Frey, 2007)

Two Schoolwide Initiatives Words of the Week (WOW Words) to focus on high- frequency words and words with common affixes, roots, and bases Wide Reading to build background, increase exposure, and foster interest in reading

Words of the Week Five words a week (mal: bad) –malice, malign, malodorous, malady, malnourished Grouped by affix or derivation Grade levels propose words Goal is to build vocabulary and teach patterns for unfamiliar words Consider creating separate K–2 and 3–6 lists. Primary lists can draw from Dolch and Ogden Basic English word lists

Ideas for Extending WOW Efforts Post the words on classroom word walls Extra credit for using WOW words in writing Post words each week on school website and in newsletter Use words in games (Bingo, Password, Concentration) Others?

Incidental Learning Through Wide Reading Cumulative effect of reading: 60 minutes per day x 5 days a week= 2,250,000 words per year 2,250 words learned per year this way (Mason, Stahl, Au & Herman, 2003) A bargain, considering that only 300–500 words can be taught directly each year

Who benefits? How? Text must be at independent level (you can’t learn from books you can’t read) Older readers learn more words than younger readers Stronger readers learn more words than struggling readers (Matthew Effect) The words they are likely to learn are those they know a little bit about

8 Factors for SSR Access Appeal Environment Encouragement Staff training Non-accountability Follow-up activities Distributed time to read Pilgreen, J. (2000). The Sustained Silent Reading Handbook. Portsmouth, NH: Heinemann

Independent Reading Choice Relevance Differentiation

Table Talk How would we measure the success of a wide- reading effort?

Next Steps What are we currently doing that works well? What are the areas in need of improvement? How should we collaborate with one another within and across grade levels?