Robust vocabulary instruction is built into each powerful lesson uniquely designed for teens. Advance your students' vocabulary skills by teaching high-frequency words in context.
- Master critical, high-frequency vocabulary
- Increase the richness and preciseness of language expression
- Improve reading comprehension
Focus on high-frequency words that apply to a variety of subject areas and your vocabulary therapy will be exceptionally beneficial to your older students. These Tier 2 words (Beck, McKeown, & Kucan, 2002):
- have rich meaning and connections to other words and concepts
- are used by mature language users
- add specificity and flexibility to students' expression
- easily link to other words students already know
Two decades of research have shown this instruction method is most effective in advancing students' vocabulary growth (Moore, 2011).
The book has 16 substantive lessons. Each lesson teaches ten carefully-chosen, Tier 2 vocabulary words. The vocabulary words are repeated in subsequent lessons. The lessons have a consistent pattern of reading, thinking, and writing activities. The activities progress from comprehension to expressive tasks and follow this sequence:
- Teaching tips
- Activating prior knowledge questions
- Reading level-controlled, context-rich reading passages
- Student-friendly definitions that highlight proper usage tips and examples of correct/incorrect application in context
- Hands-on vocabulary activities that include Making Associations, Antonyms/Synonyms, Complete the Thought, Grammar and Usage Flexibility, Personal Experience
The age-appropriate lesson topics tackle curricular vocabulary and concepts and high interest, non-curricular topics such as Professional Athletes' Salaries, How to be a Real Hero, Vegetarians, Peer Pressure, and Giving and Getting Advice. The chapters progress in difficulty regarding general knowledge, readability, and word knowledge.
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- Vocabulary knowledge is strongly correlated to reading comprehension proficiency and school achievement. Children who start school with poorly developed vocabulary skills will, without robust instruction, remain academically behind their peers (Beck, McKeown, & Kucan, 2002).
- Elaboration techniques for teaching vocabulary skills, such as in-depth teaching of words, making connections to background knowledge, and using words in appropriate/inappropriate contexts, improves vocabulary knowledge for students with learning differences (Ellis, 2002).
- Repeated exposure to vocabulary in a variety of contexts, learning in rich contexts, active engagement in learning tasks, and teaching vocabulary directly and indirectly are methods that improve learning (NRP, 2000).
- Direct instruction that consists of learning individual words and word-learning strategies is effective for building vocabulary (NIFL, 2001).
Word Feast Adolescent incorporates these principles and is also based on expert professional practice.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press.
Ellis, E.S. (2002). The clarifying routine: Elaborating vocabulary instruction. Retrieved from http://www.ldonline.org/article/5759
National Institute for Literacy (NIFL). (2001). Put reading first: The research building blocks for teaching children to read (3rd ed.). Retrieved from http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction—Reports of the subgroups. Retrieved from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf