This
must read article states difficulties, realities, and potential ways of changing the low vocabulary levels of our disadvantaged students who have limited vocabulary. Not only does the article describe the dismal state of language in so many impoverished children, but the lack vocabulary instruction is evident even in kindergarten. Informal teaching of vocabulary has led to major discrepancies in the number and difficulty of vocabulary words. Haphazard teaching occurs at best. Very discouraging
Noteworthy in this article is the 3 tier system developed by Isabel L. Beck
- Tier 1: basic words that can be learned without instruction
- Tier II: academic words used over many subject areas
- Tier III: Difficult, content - specific words.
What do we as Title I teachers do? Common Core is pushing teachers to do 2 things: Don't neglect vocabulary in the text you are reading, but at the same time you, as the teacher, are responsible for expanding students' vocabulary. We also need to collaborate with our classroom teachers about vocabulary that is being used in the classroom so that our work reinforces vocabulary and makes it more relevant to our students. Above all we need to engage parents with greater success in helping their children develop vocabulary skills
Excellent article, yet quite discouraging. What are your views? What have you done that really helped your students? What ideas do you have to engage parents? Please share your ideas.
This article first appeared as a subscription only to read the whole post. Because the content is so important, Education Week has now posted it as a Premier Article. It also contains a correction made 2/12/13 and so the date and url have been changed in this blog post.
Students Must Learn More Words, Say Studies. Sarah K. Sparks. 2.12.13.
Education Week - Premium Article.
http://www.edweek.org/ew/articles/2013/02/06/20vocabulary_ep.h32.html?tkn=PLQFQaV7iAn1UMneOfuEhiptOtFbFkgkvbL3&cmp=ENL-CM-NEWS1
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