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The module explains why preteaching critical vocabulary improves reading comprehension and highlights its importance for English language learners and students with learning disabilities. 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This particular module will focus on selecting words to teach explicitly, usually before the lesson. The remaining modules in this unit introduce instructional routines to support students as they learn to pronounce, understand, and use unfamiliar words.\u003Cbr>Please read through Handout 1: TEKS/ELPS/CCRS Connections, which explains how this routine will assist students in meeting specific subject area expectations of the Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), and College and Career Readiness Standards (CCRS) . Take a moment to review this handout before beginning the next video presentation. |\n| Section 2 |\n| Slide 3—Objectives\u003Cbr>Now that you have had an opportunity to review the relevance of this module to your particular subject area, let’s examine our objectives: to understand the importance of preteaching critical vocabulary to struggling readers; to distinguish between common, academic, and content-specific words; and to identify appropriate academic and content-specific words to teach.\u003Cbr>As we begin the module, you may hear or see terms with which you are unfamiliar. These will be explained as we work through the slides. |\n\nOnline TALA—Effective Instruction for Middle School Students: Content Area Instructional Routines to Support Academic Literacy Version 2.0 ©2011 University of Texas System/Texas Education Agency  \nUnit 2 • Module 1: Selecting Words | 2  \nSlide 4—Why Should We Focus on Vocabulary?  \n“The relationship between students’ vocabulary knowledge and their reading comprehension increases as they advance in grade levels.”  \nThis relationship is equally important for students of different language backgrounds and/or learning disabilities, and is why it’s important vocabulary words be taught to students—not just assigned as an activity.  \nSlide 5—Why Should We Focus on Vocabulary? (cont.)  \nVocabulary knowledge is an especially important factor in the reading comprehension and performance of English language learners.  \nThe link between vocabulary and comprehension is critical for all students, especially English language learners, for whom the “achievement gap” is primarily a vocabulary gap.  \nSlide 6—Types of Vocabulary  \nIt is important to preteach vocabulary words that will appear in your lessons, but which ones should you teach?  \nIt would be impossible to directly teach all of the words students should learn each year, so teachers must identify which words have a higher instructional priority. To do that, researchers such as Isabel Beck and Margaret McKeown have used a classification system similar to the one on this slide.  \nThese researchers advocate prioritizing the instruction of academic words and content-specific vocabulary. Academic words are high function and high utility while content-specific vocabulary are vital to understanding content area texts. These two categories will be the focus of the vocabulary instruction routines in this unit.  \nSlide 7—Examples of Words  \nPlease peruse the list of common, academic, and content-specific words on the slide.  \nCommon words are encountered frequently in everyday life. It is important to remember that these words are not “common” to English language learners (ELLs) at lower levels of proficiency. Recent immigrants (typically in their first 2 years) are often still working on their basic interpersonal communicative skills, or BICS.  \nAcademic words include words that are associated with instructions and questioning in school—words like analyze, contrast, define, evaluate. They also include more sophisticated  \nOnline TALA—Effective Instruction for Middle School Students: Con","cbCaidXmUKSFoQg5","https://ap.wps.com/l/cbCaidXmUKSFoQg5","pdf",151284,"English","# Objectives\n# Why Focus on Vocabulary?\n# Types of Vocabulary\n# Examples of Words\n# Classifying Words","[{\"question\":\"Why should teachers focus on vocabulary before reading?\",\"answer\":\"Vocabulary knowledge directly supports reading comprehension, and the need increases across grade levels. Preteaching vocabulary words can improve understanding instead of only assigning vocabulary as an activity.\"},{\"question\":\"What are the main types of vocabulary discussed in the module?\",\"answer\":\"The module distinguishes common words, academic words, and content-specific vocabulary. Academic words relate to school tasks like analyzing and evaluating, while content-specific words are tied to subject-area concepts.\"},{\"question\":\"How can teachers decide which words to teach explicitly?\",\"answer\":\"Because it is impossible to teach every word, teachers identify higher-instructional-priority terms. Researchers’ classification ideas are used to prioritize academic and content-specific vocabulary.\"}]","Unit 2 - Module 1: Selecting Words | PDF",1790841677,18]