Module 2: Guidelines for Multi-Sensory Vocabulary Instruction
Module 1: Multi-Sensory Instruction
Multi-Sensory Intervention Strategies for Vocabulary Development, K-2
- Definition of Multi-Sensory
- Importance of Multi-Sensory Strategies
- Differentiated instruction helps SWD, ELL, and general education students.
- Structure and Organization
- Incorporating From the Start
- Modeling
- Posted Vocabulary List
- Going Beyond Definitions
(Jones, 2017)
Link
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Overview
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Module 3: Strategies for Multi-Sensory Vocabulary Instruction
Introduction
- Materials: play dough, letter tiles, magnetic letters, stamps, stencils, paints, cookie cutters
- Students are able to write, build, and manipulate words for a deeper understanding.
- Students learn best when they are active participants in their learning, with an increase in knowledge, motivation, and self-regulation that is critical to later strategies students can use in continued vocabulary instruction (Huver, 2011).
Module 1: Multi-Sensory Instruction
Module 2: Guidelines for Multi-Sensory Vocabulary Instruction
Module 3: Strategies for Multi-Sensory Vocabulary Instruction
Today we will walk through module three, strategies for multi-sensory vocabulary instruction. These specific strategies are only some of many researched strategies that can be used when teaching vocabulary. The strategies we will learn about will not only help readers below grade level, but all students in the classroom regardless of reading ability or level.
- College and Career Readiness Anchor Standard: Vocabulary Acquisition and Use
- multiple-meaning words, word relationships, academic and domain-specific words
- As defined by WIDA (World-Class Instructional Design and Assessment, 2011), academic language and vocabulary is “the language required to succeed in school that includes deep understandings of content and communication of that language in the classroom environment” (p.1).
References
Common Core State Standards. (2017). English language arts standards: Anchor standards: College and career readiness anchor standards for reading. Retrieved from http://www.corestandards.org/ELA-Literacy/CCRA/R/.
Cunningham, P., & Allington, R. (2015). Classrooms that work: They can all read and write (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-area conversations: How to plan discussed-based lessons for diverse language learners. Alexandria, VA: ASCD.
- The demonstration of vocabulary words and word meanings through charades, pantomiming, and kinesthetic activities helps make meaning of words more explicit and understandable, especially for diverse learners or at-risk students.
- Students can work individually, in pairs, or in small groups when acting out words, receiving a card at random or selected by a teacher with a vocabulary word or academic concept on it.
- Not only are the students who are acting out the word discussing its meaning, but students who need to guess the word are also engaged in identifying its meaning and use.
- Student's own compilation of words to know allows them to take responsibility of their learning and relate vocabulary words to their own lives
- Students are able to collect their own words, developing a deeper sense of the word by writing it, putting them into meaningful sentences, and illustrating the words.
- Students are then able to refer to their personal dictionaries when reading and writing.
- Word and concept sorts allow students to physically manipulate vocabulary words or phrases into categories, identifying commonalities and differences for a deeper understanding of the meaning and use of the words.
- Words can be sorted into simple categories or into categories that relate to whichever concept they may be studying in a content area, incorporating vocabulary words into context as well (Fisher, Frey & Rothenberg, 2008).
- The possibilities and variations of word and concept sorts make them valuable to vocabulary instruction.
ILA Standards
- A word wall is a selected group of words displayed largely and alphabetically.
- sight words, high-frequency words, domain-specific academic language
- Daily practice locating, chanting, and writing the words engages students to be better able to read and spell the words (Cunningham & Allington, 2015).
- Recommendations: careful selection, 5 or less words per week, visible location, clearly written words, frequent review
Huver, M. (2011). The effects of manipulatives on sight word recognition. Published by St. John Fisher College. Retrieved from http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1279&context=education_ETD_masters.
Jones, S. (2017). Multisensory vocabulary instruction: Guidelines and activities. Retrieved from http://www.readingrockets.org/article/multisensory-vocabulary-instruction-guidelines-and-activities.
WIDA. (2011). Glossary of terms and expressions. Retrieved from www.wida.us/get.aspx?id=412.
Element 1.3
Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
Element 2.1
Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
Element 2.2
Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
Element 5.1
Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
Element 6.3
Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
Kolleen McAleer