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S.T.R.I.V.E

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Monica Wright

on 22 July 2013

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Transcript of S.T.R.I.V.E

S.T.R.I.V.E
Explicit Vocabulary Development
Write a plan!
Tier Sorting & Selection
Criteria Activity

chair

SPEECH-LANGUAGE THERAPY TEAM, SOUTH EAST REGION
Tania Lawrence, Caroline Massarotto, Catherine Nixon and Janice Lee (Speech-Language Pathologists) for the development of the ‘S.T.R.I.V.E. in C2C’ in-services and training package.

South East Region, Speech Language Therapy Team for the development of ‘STRIVE in C2C’ unit plans and resources uploaded to the Ed Studio.

SOUTH EAST REGION
To the video stars for bravely volunteering their time and expertise.
To the Principal Education Advisors for Curriculum (PEACs) for their support in the videoing, web conference recording and Ed Studio development.
The dedicated educational teams who currently implement S.T.R.I.V.E. in their classrooms and across their schools.
To Claire Hamilton, Designer from ‘Filter’, for creation of STRIVE logo.


Hart & Risley, 1995

“Vocabulary should be taught in ways that encourage students to be curious about the origins, meanings and uses of words. Deliberate attention should be given to expanding students’ vocabulary resources and developing their literal and inferential comprehension. Increasingly sophisticated meanings across various curriculum areas call for a broad vocabulary and comprehension.”

(The National Curriculum Board, Commonwealth of Australia, 2009.)

Vocabulary is the strongest predictor of reading success.


FOR READING
FOR WRITING

Structured
Tier Two
Robust
Instruction of
Vocabulary
Experiences

in C2C

Mileage
Simple Explanations
“Goldilocks Words"
Beck, McKeown & Kucan, 2002

Year 6: Disgrace
Pre-test: The monster is a disgrace.
Post-test: When my brother is rude, he is a disgrace to our family.

Year 2: Proud
Pre-test: I am proud.
Post-test: I was proud because my sister won an eating contest.

65% of students in class are ESL or CALD

To close the vocabulary gap, vocabulary acquisition must be accelerated through intentional instruction.

Therefore it must be a focus in all classes in all grades for all students.

Hart & Risley 1995

1. Students will learn rich vocabulary through wide reading.
So firstly, we need to focus on teaching our students to decode.


2. Authors write books so that children can learn the meaning of the words in the book.

D. FRIENDLY DEFINITION

C. REPEAT

B. CONTEXT

A. TEXT or ACTIVITY

VOCABULARY (breadth, precision, links,etc.

Scarborough,H.(2001).

3. Students must know 92% of the words in the sentence for comprehension

4. The less unfamiliar words in a text (versus familiar), the better the incidental word learning.

5. If we teach students how to independently use the dictionary, they are able to learn new words.


Archer, 2009

Listening

Speaking

Reading

Writing

LEXICAL

BAR

Conversational Language Tier 1

400 new words / year to affect comprehension
Jolly, J. & Huxley, D. (2004). Limpopo Lullaby.

J. REPEAT

H. INTERACTION

G. REPEAT

F. TEACHER EXAMPLES

D. FRIENDLY DEFINITION

C. REPEAT

B. CONTEXT

E. ACTION

I. STUDENT’S EXAMPLES

A. TEXT or ACTIVITY

What is
S.T.R.I.V.E?

SES and Vocabulary
Reading Comprehension
and Vocabulary Knowledge

What does the
Research Show?

S.T.R.I.V.E Process;
4 easy steps


Step 1: Texts and Tier 2 Words

Steps 2 & 3;
Plan and Introduce

Introductions - Step D; Friendly Definitions
Misconceptions about Vocabulary development
Reading Comprehension Difficulties
Limited
Vocabulary

Why Do
S.T.R.I.V.E?
S.T.R.I.V.E is...
Vocabulary Links to...
The Australian Curriculum English
Vocabulary and Socio-Economic Status
Vocabulary and Socio-Economic Status
The Reading Rope
Vocabulary and Reading
Reading Comprehension and Vocabulary Knowledge
Closing the Vocabulary Gap
South East Region
Sample Data
Examples:
4 Types of Vocabulary
Vocabulary 4 Stages
S.T.R.I.V.E Process
S.T.R.I.V.E Process
Step 1 - Select Texts
Step 1 - Select Tier 2 words
Tier 2 Activity
Overhead a dark shadow hovered.
Leroy and Aimee waved and shouted. An angel descended and Josette's prayers were answered.

With her tiny bundle of life clutched to her breast, she was lifted from the tree. Leroy and Aimee watched in awe as their mother disappeared through a hole in the morning sky.
Tier 2 Selection Criteria
S.T.R.I.V.E Process
Step 2 - Be a Star Planner
S.T.R.I.V.E Process
Step 3 - Introductions
Step 3 - Introductions
When do you Introduce words?
Suggested Teaching Sequence
Vocabulary Myth busters!
Thinking About Vocabulary
S.T.R.I.V.E Process
Week 6 Staff Meeting
Jump the Lexical Bar
Acknowledgments
Why Vocabulary?
"It seems almost impossible to overstate the power of words...Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words.”

Pikulski & Templeton (2004)

The Case for Explicit Vocabulary Teaching...
Tiresome
Was it harder with the word tiresome?
Choose Tier 2 word from C2C text
Full transcript