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Five Key Learnings Beck et al p 60 From that list we pared down our choices andselected words from each story for direct teaching following a readingof the story 2013 After reading this quote I realized vocabularywords dont have to be taught before reading a text Its an interestingapproach and Im excited to initiate this strategy with my fourthgraders This vocabulary startegy is a nice change of pace from alwaysintroducing words first and it also puts the vocabulary word inmeaningful context In one of my guided reading groups we are reading abook titled Whats the Difference This book includes difficult Tier2 words instinctive traits and inherited I plan on trying thisstrategy with my fourth graders next week After reading the text Iplan on giving them examples of the word being used then providingadditional examples of the word being used in other student-friendlycontexts the child can relate to As I thought of implementing thisstrategy building-wide as a literacy coach I couldnt help but think ofthe resistance that might arise from our ESL teachers who firmly belivein frontloading and pre-teaching vocabulary As I learn more informationrelated to vocabulary instruction Im finding out that this may not bethe best strategy because it doesnt allow for students to find themeaning of the words themselves when they read it the first time In an activity called Beat the Clock students were given one anda half minutes to complete 14 truefalse items Beck et al p862013 I immediately applied this interesting idea to vocabulary reviewwe do before the theme test I could imagine using the list of tier 2vocabulary words for the week and making them into true or falsestatements I then could imagine setting a timer for a minute and a halfand letting students respond to each statement with a true or falseStudents would love this activity because its timed and also a changeof pace from the normal routine I could also see myself using this as aquick
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