What Research Has to Say About Reading Instruction - International ...

For you:
✓ List/Group/Label graphic organizer (one for each small group; see
Appendix)
Session Activities
Initiating learning
Ask participants to brainstorm for a few moments on the relationship
between vocabulary acquisition and reading achievement. As a group,
discuss what you think are components of effective vocabulary
instruction.
Interactive group design
The List/Group/Label strategy helps learners categorize new concepts
and terms in relation to prior knowledge, using visual representations
(Ellery, 2005; Johnson & Pearson, 1984; Olson & Gee, 1991).
1. Working in small groups, participants should brainstorm the
meaning of word consciousness, drawing on the content of this
chapter.
2. As a team, they complete the List/Group/Label graphic
organizer.
3. In a brief whole-group discussion, each team shares its
understanding of the concept.
Now, with their deeper knowledge of word consciousness,
participants should return to their small groups to explore the specific
approaches to fostering word consciousness presented by Graves
and Watts-Taffe on pages 145 to 159 of their chapter. Conclude this
section of the session with a group discussion on this topic.
Learning logs: Reflection and application
Participants should return to the guiding questions and reflect on
them in their learning logs.
Extended Learning
The second of the Questions for Discussion in this chapter asks readers
to describe “two things you can do to foster word consciousness
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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