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Rica Domain 4

Rica Domain 4 concepts

conceptsdetails about concepts
connecting vocabulary with fluency understanding the meaning of words makes it easier to recognize words and read fluently
connecting vocabulary and comprehension a child's level of vocabulary is a key indicator and predictor of reading comprehension
connecting academic language and comprehension understanding the domain specific vocabulary increases comprehension of the reading in that domain
connecting background knowledge with reading comprehension background knowledge is a key predictor for how well a student will comprehend new information related to that content
Matthew Effect: affective connections learning effective vocabulary instruction and timely intervention for those having difficulty is essential in primary grades in order to avoid the Matthew Effect
connecting vocabulary knowledge to concept learning reciprocal relationships exist between learning the meaning of words and learning broader concepts; as vocabulary increases, so does background knowledge and vice versa
vocabulary is an incremental process words are either unknown, acquainted or established; students must move through the stages to establish a word in their vocabulary
text is more complex than speech text uses larger and more sophisticated language and requires more vocabulary, academic language and background instruction
determining which words to emphasize in teaching determine frequency and utility of word in student's texts/learning and understand the level of knowledge the students have of the word/concept
determining the need for words in word study determine the tier that the words fall into: tier 1; daily words students know already, tier 2; words needing to be taught that fall into 2 or more domains, tier 3; words that are most difficult and fall into only 1 tier. (focus on tier 2)
nontechnical academic language words that are used across disciplines must be taught as it applies to performance tasks. ex: identify, evaluate, summarize, classify etc
research based principles in promoting vocabulary, academic language and background knowledge *fits the age and ability of students, challenges students to use the words in sentences and writing, repeated exposure to keywords, vocabulary instruction that is direct, teaches independent strategies and word conciousness as well as wide reading
strategies for direct teaching of specific words contextual definitions, semantic maps, semantic feature analysis, word sorts
strategies for independent word learning strategies morphemic analysis (structural analysis), contextual analysis, using the dictionary
ways to develop word consciousness in students synonyms and antonyms, homophones and homographs, word of the day, play with words (idioms and puns) or (poetry writing to expand vocabulary) etymology
wide reading to develop vocabulary reading a wide variety of texts increases the number of times students see a single vocabulary word, thereby enhancing their ability to learn the meaning of that word
meeting the needs of struggling readers reteach as needed, focus on key vocabulary and nontechnical language, provide concrete examples, add visual/kinesthetic/tactile activities
meeting the needs of EL learners use cognates, concrete examples, build knowledge of english morphemes, teach english syntax explicitly
meeting the needs of advanced learners increase the pace and/or complexity, extend depth and breadth of information/subject/assignment
Created by: ricatestprep