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The teachers at O’Connor Middle School are hard at work evaluating some recently implemented vocabu- lary and comprehension instruc- tional strategies. Last semester, they taught their students how to use some of these, like the Frayer Model and a question generation strategy, but what effect have their efforts had on student learning? The school principal is eager to find out. Secondary Reading Instruction Part 2: Deepening Middle School Content- Area Learning with Vocabulary and Comprehension Strategies 5. 4. 3. 2. 1. Description: Description: Description: Description: Description: Notes: _______________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Title: Page: 1 Ver. 1.0 Notes: _______________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Notes: _______________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Notes: _______________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Notes: _______________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

T Page: 1 - IRIS...know how important vocabulary and comprehension are to content-area learning, “My students are expected to dem-onstrate skills like analyzing word choices, citing

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Page 1: T Page: 1 - IRIS...know how important vocabulary and comprehension are to content-area learning, “My students are expected to dem-onstrate skills like analyzing word choices, citing

The teachers at O’Connor Middle School are hard at work evaluating some recently implemented vocabu-lary and comprehension instruc-tional strategies.

Last semester, they taught their students how to use some of these, like the Frayer Model and a question generation strategy,

but what effect have their efforts had on student learning?

The school principal is eager to find out.

Secondary Reading InstructionPart 2:Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies

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Page 2: T Page: 1 - IRIS...know how important vocabulary and comprehension are to content-area learning, “My students are expected to dem-onstrate skills like analyzing word choices, citing

She asks her science, social stud-ies, and English/language arts teachers to discuss the next steps in carrying out effective literacy instruction.

When the teachers gather, how-ever, they discover that they have a classroom challenge in common:

Though many of their students have shown improvement in content learn-ing,

some continue to struggle with very basic reading skills.

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Page 3: T Page: 1 - IRIS...know how important vocabulary and comprehension are to content-area learning, “My students are expected to dem-onstrate skills like analyzing word choices, citing

“How did they reach middle school without being able to decode?”

“Is it that they can’t read the words,” asks the science teacher, Ms. For-rester,

“Or that they’ve given up even trying to read them?

I sometimes think my students panic when they encounter the big words in my class, so they simply skip them.

“A few students in my class can’t even read the words we put on the Frayer Model,” remarks Ms. Yun, who teaches social studies.

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Page 4: T Page: 1 - IRIS...know how important vocabulary and comprehension are to content-area learning, “My students are expected to dem-onstrate skills like analyzing word choices, citing

Mr. Chowdhury, the English/lan-guage arts instructor, agrees that this is a problem.

However, he reminds the group that the anchor standards for literacy target more

than just a surface-level understand-ing of text.

I don’t see how they’ll ever meet the more rigorous college and career readiness standards if I have to read the text to them.”

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Page 5: T Page: 1 - IRIS...know how important vocabulary and comprehension are to content-area learning, “My students are expected to dem-onstrate skills like analyzing word choices, citing

but how to help students who strug-gle with both basic and advanced reading skills is, for the moment,

a mystery.

The teachers aren’t sure. They know how important vocabulary and comprehension are to content-area learning,

“My students are expected to dem-onstrate skills like analyzing word choices, citing textual evidence, and considering multiple perspectives. If they’re not even reading the text in the first place, how can we expect them to examine it closely?”

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Page 6: T Page: 1 - IRIS...know how important vocabulary and comprehension are to content-area learning, “My students are expected to dem-onstrate skills like analyzing word choices, citing

What can teachers do to improve students’ comprehension of content-area text?

What can teachers do to help stu-dents develop stronger vocabulary knowledge?

Why do so many adolescents strug-gle with content-area reading?

Here’s your Challenge:

Why do so many adolescents strug-gle with content-area reading?What can teachers do to help stu-dents develop stronger vocabulary knowledge?What can teachers do to improve students’ comprehension of content-area text?

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Page 7: T Page: 1 - IRIS...know how important vocabulary and comprehension are to content-area learning, “My students are expected to dem-onstrate skills like analyzing word choices, citing

The IRIS Centeriris.peabody.vanderbilt.edu

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