![]() These practices align with Principle 2, Practice 1 of the Reading and Reading Interventions content dimension of the Middle School Matters Field Guide and Research Platform: “Provide explicit instruction of important words.” The Frayer Model: Background Engages students in discussion about how the terms are used in the text and how they give meaning to the concepts students are learning (Vaughn et al., 2013). ![]() Returns to the terms multiple times throughout a unit of instruction to deepen students’ understanding and reinforce their use of the terms (Lara-Alecio et al., 2012).Offers contextual and pragmatic information to make the words vivid (Vaughn et al., 2009).Rather, explicit instruction that develops students’ academic vocabulary knowledge does the following: It is important to note that the latter recommendation, explicitly teaching vocabulary, involves more than the traditional practice of assigning a list of terms at the start of a week or chapter, having students look up the definitions in a dictionary or glossary, and administering a test on the terms at the end of the week or chapter. Direct teaching of terms that are critical for understanding content area lessons.Strategies for learning words independently in the context of text. ![]() Students encounter thousands of new words each year, making vocabulary instruction all the more important.įindings from research (Nagy & Townsend, 2012) suggest that effective vocabulary instruction includes two elements: Even some words that seem familiar, such as grade or mine, have a completely different definition when applied within a content area class.įor successful learning within and across middle grades classes, students must know what these general and discipline-specific academic vocabulary words mean and know how to use them when reading, writing, and orally communicating in class. These words are labels for critical processes, literary elements or devices, and concepts that students might not encounter outside of a specific discipline. The other type of vocabulary important for learning in the middle grades is terms specific to particular disciplines (e.g., onomatopoeia, sliding friction). These words have similar or related applications across subject areas and allow us to communicate ideas with greater sophistication and precision, as compared to our casual or conversational language. The first might be referred to as general academic terms (e.g., analysis, dissipate). To read and learn from content area texts, middle school students must have knowledge of two types of vocabulary used in those texts (Townsend, Filippini, Collins, & Biancarosa, 2012). Priscilla Parhms, Uplift Mighty Preparatory, Uplift Education (Practice Perspective) This month, the Middle School Matters Institute Blog focuses on explicit, research-based vocabulary instruction, including the Frayer Model.ĭeborah Reed, Ph.D., Florida Center for Reading Research, Florida State University (Research Perspective)
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