This 15-hour professional development offering consists of two days (11 hours) of training and 4 hours of independent practice activities. Upon completion, participants receive a 15 PDP certificate that meets the Massachusetts teacher certification requirement of 15 PDPs related to SEI and English as a Second Language. This professional development uses the content from The Key Vocabulary Routine. Educators learn how to teach vocabulary in an SEI (Sheltered English Immersion) classroom using existing content reading and instructional materials. They also learn how to use Key Vocabulary strategies to consolidate content to make it more accessible to ELLs, and to create opportunities for elaborated talk about content between ELLs and fluent English peers.
The training presents research-based instructional practices for teaching vocabulary throughout the school day in all subject areas. Participants learn how to teach vocabulary as Tier I instruction for all students in inclusive classrooms. They also learn how to differentiate instruction and use scaffolds to provide Tier 2 instructional support to students who have a weak vocabulary.
Educators that have already attended full training for The Key Vocabulary Routine should not attend this workshop because much of the training content is based on topics covered in our standard Key Vocabulary training.
The Common Core Literacy Standards require students to build the vocabulary they need to access grade-level complex texts. The Key Vocabulary Routine provides vocabulary instruction that all teachers can use to teach these skills. The following topics are covered:
- ELLs and the five components of reading
- Differentiation and Scaffolding for ELLs
- I, We, You: Gradual release of responsibility
- Overview of vocabulary instruction
- How students learn words
- Research-based effective practices
- The Key Vocabulary Routine
- Previewing words before reading
- Four activities for teaching words by relating them to background knowledge and related words (categorizing, semantic mapping, semantic feature analysis, scaling)
- Selecting specific words from content to teach in-depth
- Teaching use of context and word parts to determine the meaning of new words
- Promoting word consciousness in the classroom
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Who Should Participate
Grades 3-12 educators who want to learn effective vocabulary instruction practices for all students, including students with reading disabilities.
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