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Rescooped by Marty Moore from iSchoolLeader Magazine!

Math and Literacy: Not-So-Strange Bedfellows

Math and Literacy: Not-So-Strange Bedfellows | Common Core |
In a unique teacher-research project, four educators in Columbia, Mo., are attempting to explore the effectiveness of integrating literacy strategies into mathematics instruction.

Via Steven Engravalle
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Rescooped by Marty Moore from College and Career-Ready Standards for School Leaders!

3 Keys to More Effective Vocabulary Instruction > Eye On Education

3 Keys to More Effective Vocabulary Instruction > Eye On Education | Common Core |

The following guest post was written by Amy Benjamin. Amy is the co-author of Vocabulary at the Center with John T. Crow.


In a recent New York Times piece, "How to Stop the Drop in Verbal Scores," Hirsch argues that the drop in reading and writing scores is alarming but fixable. He explains that the average verbal score of 17-year-olds "correlates with the ability to learn new things readily, to communicate with others and hold down a job. It also predicts future income." With payoffs like that, we need to take vocabulary instruction more seriously.


Old Way of Teaching Vocabulary


The traditional model of teaching vocabulary doesn't work, yet it is still being used across the country. That model consists of giving students lists of random words, and then requiring students to copy the definitions, use the words in a sentence, and take a fill-in-the-blanks quiz. (Sound familiar?) Students memorize the words, pass the quiz, and never use their "vocabulary words" again.


Building Background and Context Clues


Rocks are to a rock wall what your already-known vocabulary is to language growth. If you know enough of the context, you have enough to grab onto to reach that next level of comprehension. The instructional implication is this: Excellent teachers elevate their vocabulary level when speaking to students, but at the same time, they provide sufficient contextual clues and internal translations within their discourse that students can get a toehold to learn new words. Less-than-excellent teachers dilute their vocabulary into a thin gruel, a discourse even lower than the one they might use in their own social situations. They do this because they want students to understand them, to not feel intimidated or alienated by the teacher’s speech. But the students in most need of an academic register of language are the ones least likely to be exposed to academic language outside of school. When new words are used in context, students can grasp their meanings, if imperfectly at first.


Practice and Repetition


Students need "opportunities to try the new words.


These experiences include:


1. finding multiple forms of a given word (morphology)

2. using it as different parts of speech

3. understanding its nuances and register

4. knowing its synonyms, antonyms, collocations (words that tend to go along with it), and relatives (etymology).


Note: Simple matching exercises do not accomplish this deep-and necessary-understanding of new words.


Vocabulary and Language-learners


"Language-learners need to be comfortable using new words in speech and writing. Word games and puzzles build students' confidence and let them learn while having fun. An environment of exploration and playfulness goes a long way towards durable vocabulary growth."


Under-resourced students...


"come to school with smaller vocabularies and rely on school to import the knowledge base affluent children take for granted."


Under-resourced students "need pervasive, informed, aggressive, and embedded vocabulary instruction" in every classroom, every day, every year that they are in school.




Via Mel Riddile
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Rescooped by Marty Moore from Common Core Online!

The Times and the Common Core Standards: Reading Strategies for 'Informational Text'

The Times and the Common Core Standards: Reading Strategies for 'Informational Text' | Common Core |
Why the Common Core Standards and The New York Times are perfect together, and a list of all our favorite literacy strategies for before, during and after reading a Times article with students. Bookmark this one!

Via Darren Burris
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