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Research Teams within Grade Levels:

Principles of Effective Vocabulary Instruction

November 2012 Common Core Ambassadors

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Effective Vocabulary InstructionPlease form RESEARCH TEAMS of 4-5 people eachYou will return to these groups for additionalresearch tomorrow.

Learning Targets:1. I can explain how the effective vocabulary

practicesembedded in Modules 1 and 2 can close the

achievement gap and support all students to meet the demands

of the Common Core.• I can describe the key components of effective

vocabulary instruction for all students.

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Turnkey Task and Key VocabularyReview the Turnkey Task (p. ___) in your notebooks.• Includes product options for various roles • Work time included on Day 2

Turn to the Vocabulary Self Assessment sheet (p. ___)• We will use some vocabulary learning strategies

to build our own fluency with key terms over the next 2 days. Some of them will be well known to you; others may be new  

• Please self-assess your level of understanding of each term – enter today’s date in the appropriate column

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Research Team TaskTEAMS review our Norms for Collaboration• Quick norm reminder – what each of person on

the team needs to engage fully in this task (3 min)

• Use the Final Word protocol (p.___) to read and process the following articles (75 min)

1. Why Teach Vocabulary 2. Flooding With Words

3. If you finish articles 1 or 2: Review of Current Research on Vocab Instruction, pages 1-7

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Reflection and Progress TrackingWhere are you now towards our

targets?

1. I can explain how the effective vocabulary practices

embedded in Modules 1 and 2 can close the achievement

gap and support all students to meet the demands of the

Common Core.• I can describe the key components of effective

vocabulary instruction for all students.