e-Learning for Educators

Log into the e-Learning campus    Need an account?

Username: Password:

Home » Best Practices for Vocabulary Instruction in the Middle School Classroom (middle)

Best Practices for Vocabulary Instruction in the Middle School Classroom (middle)

Best Practices for Vocabulary Instruction in the Middle School Classroom (middle)

This course will expand participants’ understanding of vocabulary development and instructional techniques that are effective in helping students in grades six through eight expand their vocabularies.

Overview

This course will expand participants’ understanding of vocabulary development and instructional techniques that are effective in helping students in grades six through eight expand their vocabularies. Participants will learn how to assess students’ vocabulary knowledge and select words from a text that are most useful for instruction, including those with high-frequency Greek and Latin word parts. In addition, participants will have the opportunity to explore online resources for vocabulary development and assess their own current vocabulary teaching strategies. This course is designed to help teachers and other educators learn new ways to extend the vocabularies of middle school students.

Goals and Products

This course will enable participants to:

  • Deepen their understanding of vocabulary development
  • Deepen their understanding of levels of vocabulary knowledge
  • Assess students’ levels of vocabulary knowledge
  • Select appropriate words from text for instruction purposes
  • Plan and implement strategies for direct instruction of vocabulary words
  • Evaluate websites designed for vocabulary building
  • Analyze the ways in which technology can be used to foster students’ vocabulary development

Format and Requirements

This course is divided into six one-week sessions, each of which includes readings, activities, and an online discussion among course participants. The time for completing each session is estimated to be four to six hours.

The outline for the course is as follows:

Session One Understanding Vocabulary
Session Two Selecting Words for Instruction
Session Three Techniques for Direct Instruction
Session Four Using Technology to Enhance Vocabulary Instruction
Session Five Creating a Comprehensive Vocabulary Program
Session Six Putting It All Together

 As a final product, participants will have the option of either teaching a lesson they developed in an earlier session of the course and reflecting on the experience or creating an action plan for improving vocabulary instruction in their own classrooms.

Participants are encouraged to work with a student in grades 6-8 in Sessions 1 and 4 of this course. If any participants are not currently assigned students, they should locate a suitable student with whom to work for these assignments. Additionally, participants choosing Option A for the final project will need to teach the lesson they develop to either a small group or full class of students.

Participants will be expected to post their completed Final Project, which can be either a lesson plan or an action plan depending on the option a participant chooses, on the discussion board during the last session for feedback from the facilitator and other participants.

course participants are expected to complete weekly assignments, including active participation in the online discussion board. In addition, participants will develop and share their ideas to incorporate tools and strategies presented in the course into their own curricula.

Prerequisites

This is an introductory course for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers. In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files.

Content and Technology Standards

This course will help participants meet the following NCTE standards:

Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

In addition, this course will help participants meet the following ISTE Educational Technology Standards and Performance Indicators for All Teachers:

  • II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
    • Teachers plan and design effective learning environments and experiences supported by technology.
    • Identify and locate technology resources and evaluate them for accuracy and suitability.
  • V. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
    • Teachers use technology to enhance their productivity and professional practice.
    • Use technology resources to engage in ongoing professional development and lifelong learning.

Reproduced with permission from Education Development Center, Inc.,
Copyright (c), 2000-2006, all rights reserved (http://www.edtechleaders.org)

Optional Graduate Credit: 2 hours
$150.00Price:

Enrollment for this semester is closed.

Shopping Cart