#  5. Vocabulary - R. Read Research 

 



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###    Objective  expand\_more  

 

Find interesting and useful information from reading a text, explain why or how the information will be useful in your practice, and state possible next steps for your learning.

 

 

 



###    WIDA/SIOP  expand\_more  

 

 **Task [WIDA](https://docs.google.com/document/d/1vCFURHISu2prkJu6lwZD6TBZaiAxGXjKab_R1d-8nqk/edit?usp=sharing)**: AR4

Sort    **Use of Academic Language** 

  **Descriptor** 

  **Level** 

  **Domain** 

    Argue

 

  Developing a stance in favor of or against claims presented within content-related text

 

  5

 

  Reading

 

 



 **Task** [**SIOP**](https://docs.google.com/document/d/1UAepa0ch6y3a22lNWIbBwyAOc3G9Tota4GNDeQ_QiTk/edit?usp=sharing): 9

Sort    **SIOP Section** 

  **Descriptor** 

    Building Background

 

  [Key Vocabulary Emphasized](http://www.colorincolorado.org/article/selecting-vocabulary-words-teach-english-language-learners) (introduced,[ written, repeated, and highlighted](http://www.colorincolorado.org/article/vocabulary-development))

 

 





 

 

 



 

 

 

 

##  Action Steps: 

 



 Step 1 Step 2 Step 3 

## Step 1

 

 

###  Part 1: Read the following article: [How to Choose Words to Teach](https://bit.ly/1VTtpez) 

[   ![Choosing words to teach link](/sites/g/files/omnuum3971/files/styles/hwp_1_1__360x360_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.32.25_am.png?itok=x6Wnz3SP) 

 ](https://www.readingrockets.org/article/choosing-words-teach)###  Part 2: Choose one

 1. [Lesaux, N. K., Kieffer, M. J., Kelley, J. G., & Harris, J. R. (2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51(6), 1159–1194. https://doi.org/10.3102/0002831214532165](https://doi.org/10.3102/0002831214532165)

 [](https://doi.org/10.3102/0002831214532165)

   ![Effects of Academic Vocabulary link](/sites/g/files/omnuum3971/files/styles/hwp_1_1__360x360_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.35.30_am.png?itok=bVIpz329) 

 

 2. [Wo](https://www.serpinstitute.org/wordgen-weekly/vocabulary-instruction)[rdGen Weekly](https://www.serpinstitute.org/wordgen-weekly/vocabulary-instruction) site:

- Twelve vocabulary myths are debunked.
- Catherine Snow describes nine proven approaches to teaching vocabulary.
- Evelyn Ford-Connors offers ideas for introducing new words in the classroom.

 [](https://www.serpinstitute.org/wordgen-weekly/vocabulary-instruction)

   ![Word Gen weekly link](/sites/g/files/omnuum3971/files/styles/hwp_1_1__360x360_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.36.26_am.png?itok=fhVbV5q8) 

 



 



 

 

 

## Step 2

 

 

###  **Be sure to link your work and documents in the [capstone](https://dimensions.gse.harvard.edu/capstone) project:**

Sort      ![Capstone table example](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.26.00_am.png?itok=MdWrKzSY) 

 

 

 





 



 

 

 

## Step 3

 

 

###  Reflection: Answer the following questions about the reading *on a [Capstone](https://dimensions.gse.harvard.edu/capstone) slide*

 Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)

1. What was your most significant take away from the assignment? What did you find interesting and useful?
2. How will you apply your learning to practice?
3. What did you find challenging in the readings/videos? Are there areas where you would push back or critique?
4. To learn more, what might your next steps be?



 



 

 

 

 

 

##  [Choosing Words to Teach](https://docs.google.com/document/d/1xcwqkGsPAZQgALbo8fOgOs9uZKZm3Le5tBnV6OTogtU/edit?usp=sharing)

 **Why this task?** Vocabulary is the greatest predictor of reading comprehension and a challenge for many English learners. Teachers who are informed about how vocabulary impacts student learning and who understand how to build vocabulary can support their students more effectively.

 **Points:** 5



 

Sort**Must Haves**1. Response completes the task.  
2. Accurately reflects WIDA Standards and the principles of SIOP.  
3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).  
4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.  
5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.





Sort**Amazing*** Explain how learning from completing the task can be useful to you.  
* Promotes self and cultural awareness.  
* Describes possible next steps.  
* Relates to developing language skills in specific ways.  
* Share materials or examples that may be useful to others.