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Transcript of Expedition Literacy
In 1990, Boys Town identified low literacy as a problem common to many at-risk youth.
In 1992, The Boys Town Reading Center was established to help struggling readers.
Since 2000, 2851 students have received remedial reading assistance through Reading is FAME.
Where are we now?
Since the fall of 2012, 610 students have been tested. 42% of these were reading 2 or more years below grade level.
Students in FAME, continue to make great improvements...
F: Avg 1 yr. gain (word recognition); 31% increase (spelling)
A: Avg 1.6 yr. gain (vocabulary); 25% increase (wpm)
M: Avg 1.2 yrs. gain (vocabulary); 41% increase (sent. prod)
E: Avg. 1 yr. gain (comprehension); 23% increase (nt. tkg.)
Where are we going?
In 2014-15, Boys Town Schools has two primary goals...
To improve use of technology
To increase literacy among
DIRECT and EXPLICIT INSTRUCTION OF
CONTENT AREA VOCABULARY
Students of low SES enter school with smaller vocabularies, show less interest in reading, and lack background knowledge.
Secondary students must know approximately 88,500 words. Up to 7,000 of these are developed through everyday speech; and ONLY an additional 3,000 are learned per year. A slow rate of learning words leads to a cumulative disadvantage.
Systematic vocabulary instruction is scarce in U.S. schools. Less that 1/2 of 1% of instructional time is spent teaching the meanings of words and concepts.
Students with larger vocabularies...
recognize more words
decode unknown words with greater accuracy
read quicker and acquire words at a faster pace
understand more of what they read
perform better on tasks
analyze more effectively
make connections between new and learned information
remember more of what they are taught
have greater success in school
On the Road
Join the Journey!
High Frequency Low Frequency
Multiple Meanings Content Specific
"Tier 2"/"Mortar" "Tier 3"/"Brick"
Questioning and Clarifying Misconceptions
Two Common Approaches
Direct and explicit teaching
Frequent exposure to words
Encounters in multiple contexts
Deep and active processing
Effective Vocabulary Instruction Requires
Vocabulary acquisition is a process, NOT a single event.
1. Display and pronounce the term
2. Instruct students to repeat term
3. Determine students' level of familiarity
4. State the definition of the term
5. Provide a description, explanation, or
example of the term
Ask students to restate what they learned through words or graphic representations.
Engage students in activities that help to advance or develop their knowledge.
Along the Way...
Conduct teacher surveys
Review the scope and sequence, curricular materials, and standards for each content area
Identify a core set of Tier 2 words for all schools
Meet with lead teachers to identify department needs
Collaborate with departments to identify Tier 3 vocabulary and assist in the identification of content area strategies
Provide support via classroom visits, frequent communication, and inservices