Session Description: The research is clear. Vocabulary knowledge plays an increasingly larger role in reading comprehension as texts become more challenging. Older students who fall behind during the early stages of vocabulary development are at a great disadvantage in the classroom, because knowledge of word meanings impacts reading comprehension more and more as students progress through the grades. Vocabulary knowledge must be deliberately nurtured across the content areas--- not just in the ELA classroom. This session explores the multidimensional nature of vocabulary, evidence-based instructional strategies, an explicit vocabulary routine that may be adapted across disciplines, the need for a school-wide disciplinary literacy approach, and interdisciplinary vocabulary assessment. Each discipline places different literacy demands on students, and this applies to word-level and text-level skills. The fact that morpheme frequency varies by discipline suggests that secondary teachers must share the responsibility for teaching morphemes across disciplines. We all must own our content, the vocabulary that undergirds it, and the morphemes that are frequently used within our discipline---but not necessarily in others. It’s one of those times when we legitimately have to ask ourselves, “If not me, then who?”
Date: November 12, 2020
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