Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey,...
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![Page 1: Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out:](https://reader030.fdocuments.us/reader030/viewer/2022032600/56649dbe5503460f94ab1cfe/html5/thumbnails/1.jpg)
Learning Words Inside & Out
Make It a Priority: Creating a Schoolwide Focus on
Word LearningFrey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary
Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.
![Page 2: Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out:](https://reader030.fdocuments.us/reader030/viewer/2022032600/56649dbe5503460f94ab1cfe/html5/thumbnails/2.jpg)
Today’s Purpose
Today we will discuss schoolwide approaches for promoting vocabulary learning.
Prioritizing Vocabulary: Words of the Week and Wide Reading
The school has implemented the plan and teachers receive regular professional development to refine practice.
The school has created a plan for schoolwide vocabulary and wide reading (SSR and independent reading)
The school has created a plan for either schoolwide vocabulary OR wide reading.
The school is studying schoolwide vocabulary and wide reading for future planning.
There is no plan, and no current initiative to examine these schoolwide practices.
![Page 3: Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out:](https://reader030.fdocuments.us/reader030/viewer/2022032600/56649dbe5503460f94ab1cfe/html5/thumbnails/3.jpg)
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)
![Page 4: Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out:](https://reader030.fdocuments.us/reader030/viewer/2022032600/56649dbe5503460f94ab1cfe/html5/thumbnails/4.jpg)
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
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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
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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?
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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
![Page 8: Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out:](https://reader030.fdocuments.us/reader030/viewer/2022032600/56649dbe5503460f94ab1cfe/html5/thumbnails/8.jpg)
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
![Page 9: Learning Words Inside & Out Make It a Priority: Creating a Schoolwide Focus on Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out:](https://reader030.fdocuments.us/reader030/viewer/2022032600/56649dbe5503460f94ab1cfe/html5/thumbnails/9.jpg)
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
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Independent Reading
• Choice
• Relevance
• Differentiation
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Table Talk
How would we measure the success of a wide-reading effort?
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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?