LETRS Module 4 addresses the importance of word meanings for reading comprehension and reviews many research-based approaches to vocabulary instruction. Beginning with an overview of the vocabulary gap that characterizes many poor readers, we explore the roles of home language, reading aloud, verbal modeling in the classroom, and independent reading in vocabulary development. Many methods for teaching breadth and depth of word knowledge are introduced and practiced. Beck, McKeown, and Kucan’s (2002) three-tier approach to choosing target words for instruction, as well as special considerations for English language learners (ELLs) are presented. In a culminating activity, participants select words for instruction, role-play their introduction, and plan instruction of key words from a text of their choosing.
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