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Expedition Literacy

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by

Jennifer Bell

on 18 November 2014

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Transcript of Expedition Literacy

Where have we been?
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
ALL
students
Our Vehicle?
DIRECT and EXPLICIT INSTRUCTION OF
CONTENT AREA VOCABULARY
Why 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.
Why Vocabulary?
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
What Vocabulary?
What Vocabulary?
Conversational Vocabulary


On the Road
BEGINS HERE
Join the Journey!

Academic Vocabulary




High Frequency Low Frequency
Multiple Meanings Content Specific
"Tier 2"/"Mortar" "Tier 3"/"Brick"

Basic Vocabulary
"Tier 1"
Vocabulary Instruction
Dictionary/Glossary Definitions

Questioning and Clarifying Misconceptions
Two Common Approaches
How?
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.

However...
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

Introducing Vocabulary
Reviewing Vocabulary
Ask students to restate what they learned through words or graphic representations.

journaling
brainstorming
comparing
classifying
studying
pair-sharing

Reinforcing Vocabulary
Engage students in activities that help to advance or develop their knowledge.
Games
Discussions
Drama
Computer Programs
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
Full transcript