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Part I, Background Knowledge, introduces activities and goals such as self-evaluating word knowledge, increasing known words, and extending word use beyond text and classroom. 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Pinks.............................. 2  \n• Goals ................................ 3  \n• Reading Skills Targets and Root Causes............... 4  \n• Knowing a Word .......................... 5  \n• Effective Vocabulary Instruction .................. 6  \nPart II: Making Connections to the Vocabulary Process in Reading Wings ......................... 7  \n• Characteristics of Effective Vocabulary Instruction in Reading Wings .......................... 9  \n• Reading Wings 4th Edition with Narrative Targeted Treasure Hunts Instructional Process Chart ....... 10  \n• Evaluating Instructional Processes for Vocabulary ........ 12  \nPart III: Refinement and Interventions ................. 13  \n• Vocabulary Intervention Cards .................. 14  \n• Planning for Refinement and Interventions............ 17  \n• Sample Vocabulary List for Modeling Interventions ....... 19  \nPart IV: Assessment .......................... 21  \n• Assessing Vocabulary Acquisition ................. 22  \n• Reading Wings 4th Edition: Class Summary of Vocabulary (Meaningful Sentences and Word Power) ............ 23  \n• Vocabulary Self-Assessment Bookmark .............. 24  \n• Words I Own ........................... 25  \n• Teacher Component Team Sample Agenda \\#17 ......... 26  \n• Bibliography ........................... 28  \n© 2014 Success for All Foundation 466 | Increasing Vocabulary Acquisition in Reading Wings | i  \nPart I:  \nBackground Knowledge  \n© 2014 Success for All Foundation 466 | Increasing Vocabulary Acquisition in Reading Wings | 1  \nPart I: Background Knowledge  \nHink Pinks  \nDirections:  \n1. Work with a partner to identify the answers to the following hink pinks.  \n2. Check your answers with your team.  \n3. Take turns making introductions to the team.  \n4. Discuss the answer to the question: How does this activity foster vocabulary development?  \n\n| an angry boy | a mad lad |\n| --- | --- |\n| a tiny sphere |  |\n| a spicy place |  |\n| two children who split a sandwich equally |  |\n| a rabbit that tells jokes |  |\n| a large swine |  |\n| a drenched dog |  |\n\nHow does this activity foster vocabulary development?  \n2 | 466 | Increasing Vocabulary Acquisition in Reading Wings © 2014 Success for All Foundation  \nPart I: Background Knowledge  \nGoals  \n• Students will self-evaluate their knowledge of words.  \n• Students will increase the number of words that they know.  \n• Students will expand their use of words beyond the text and the classroom.  \n• Teachers will refine and enhance vocabulary instructional processes.  \n© 2014 Success for All Foundation 466 | Increasing Vocabulary Acquisition in Reading Wings | 3  \nPart I: Background Knowledge  \nReading Skills Targets  \nCurrent consensus among researchers suggests that students need to add approximately 2,000 to 3,500 words yearly to their reading vocabulary.  \nSource: Lehr, Fran; Osborn, Jean; & Hiebert, Elfrieda (2004). A Focus on Vocabulary. Honolulu: Pacific Resources for [Education and Learning. www.prel.org/products/re_/ES0419.pdf](Education and Learning. www.prel.org/products/re_/ES0419.pdf).  \nRoot Causes: Why do students struggle with vocabulary acquisition?  \n• Socioeconomic status (SES)/“Word Poverty”(Moats)  \n• Lack of background knowledge  \n• Lack of balanced vocabulary curriculum  \n• Failure to reach young readers at the opportune time  \n• Lack of assessment tools to monitor vocabulary achievement  \n4 | 466 | Increasing Vocabulary Acquisition in Reading Wings © 2014 Success for All Foundation  \nPart I: Background Knowledge  \nKnowing a Word  \nDirections:  \n1. Read the list of words.  \n2. If you know the word, put a check in the box to the right of it. Put a question mark if you do not know the word.  \n3. Briefly list the criteria that you used to judge whether you know the word.  \n4. Share the criteria with your team.  \n\n| devour |  |\n| --- | --- |\n| efferves","cbCaie4MPdBaoFPs","https://ap.wps.com/l/cbCaie4MPdBaoFPs","pdf",6583758,36,"English","# Part I: Background Knowledge\n## Hink Pinks\n## Goals\n## Reading Skills Targets\n## Root Causes: Why do students struggle with vocabulary acquisition?\n## Knowing a Word\n## Effective Vocabulary Instruction","[{\"question\":\"What do students aim to achieve under the Goals section?\",\"answer\":\"Students will self-evaluate their knowledge of words, increase the number of words they know, expand word use beyond the text and classroom, and support teachers in refining vocabulary instructional processes.\"},{\"question\":\"Why do students struggle with vocabulary acquisition?\",\"answer\":\"Common root causes include socioeconomic status/“Word Poverty,” lack of background knowledge, lack of a balanced vocabulary curriculum, failure to reach young readers at the right time, and lack of assessment tools to monitor vocabulary achievement.\"},{\"question\":\"How do the activities support the development of vocabulary?\",\"answer\":\"Activities such as Hink Pinks and word-rating tasks prompt students to identify answers, discuss how the activity fosters vocabulary development, and practice judging criteria for knowing a word.\"}]","466 - Increasing Vocabulary Acquisition in Reading Wings - Background Knowledge | PDF",1790600643,91]