SPED 425 Sp. 2016 CSUF
Reference: The IRIS Center. (2012). Secondary Reading Instruction: Teaching Vocabulary and Comprehension in the Content Areas. Retrieved from
List at least three benefits for students that occur when content-area teachers provide literacy instruction.
|Construct meaning from other area texts and literature. Develop effective vocabulary within content learning.|
|Make inferences from text which enhances students’ reading comprehension in content areas.|
|Learn new vocabulary using context clues and allows the student to understand effective vocabulary and have effective comprehension in content areas.|
In the video (a portion of which you saw earlier in this Module), Anita Archer offers vocabulary instruction for a middle school language-arts class. She explicitly teaches the word intention.
Of the four effective vocabulary practices—selecting essential words, defining and contextualizing the terms, helping students actively process the terms, providing multiple exposures to vocabulary—you have learned about in this Module, which one best describes how Anita Archer helps students to understand the term intention?
|Anita helps students actively process the terms and provided multiple exposures to the vocabulary by using different types of uses for the word intention.|
Give at least two specific examples to support your answer.
|Anita uses sentences with description that describes the word and ends on the word.|
|As Anita points to the word, as she is saying the word out loud, the students say the word out loud, in unison.|
Describe how you would implement one of the other vocabulary practices to deepen students’ understanding of the word intention.
|I would probably include an art exercise with it, such as; drawing and painting the word intention or making a big lettered colorful word of the word intention. The students can join in groups, where one group creates the word, and another creates the meaning.|
Explain how graphic organizers help students improve their vocabulary and reading comprehension. What should you keep in mind when selecting a graphic organizer for students to use?
|Graphic organizers are a visual reference flow chart for the student|
|The teacher talks through what the student are doing and how they come up with the information. The enter the information in different sections.|
|The Frayer model – Graphic Organizer has different uses for each subject, ie. Chemistry, Math, Geography, History, English and is a necessary step to the achievement of expected outcomes, using high order skills.|
Mr. Hammond, a high school biology teacher, will soon be starting a lesson on genetics. In addition to using the textbook chapter, he will incorporate articles from journals, supplementary texts, Website material, and news clips. Mr. Hammond would like to start including literacy instruction in his classes to help his students understand the content better. Select any two of the reading comprehension strategies you have learned about in this Module and explain how they can help Mr. Hammond’s students to better comprehend the reading content.
|Choose the words he wants students to learn, and help them actively process the term, doing just as Anita has shown, through verbalizing the term as a whole class.|
|Define the term, orally, as Anita has done and then experience multiple exposure to the terms, by looking the terms up in the text, and just spending one class period on the looking the terms up, maybe finding a visual stimulation to explain the terms he has shown.|