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Strategies to Teach Critical Vocabulary

The purpose of this course is to teach educators how to increase their students’ success in school and life by building their vocabulary and understanding of critical words. The vocabulary words discussed in this course are highly relevant in both academic and social situations. Participants will discover how to use old and new strategies in creating personal toolboxes, and assess useful strategies to integrate vocabulary throughout the curriculum. The use of technology to further extend understanding and to provide tools to capture the attention of twenty-first century learners will also be a focus.

*In this course when we refer to learning standards, please use the standards that your district is currently implementing. You can learn about one set of standards here: Next Generation Learning Standards.
 
Carlow University ED 648 • Madonna University EDU 5960.36 • Notre Dame College ED 624 V • The College of Saint Rose EDT 677

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 10/8/18 - 1/8/19
  • 12/11/18 - 3/12/19
  • 2/12/19 - 5/14/19
  • 4/9/19 - 7/9/19
  • 6/11/19 - 9/10/19
  • 8/13/19 - 11/12/19
  • 10/8/19 - 1/14/20
  • 12/10/19 - 3/10/20

Module 1: Researching the Importance of Vocabulary

Contents:

  • Member Introductions and Ice Breaker Activity using Web 2.0 technologies
  • Define vocabulary
  • Explain the Three Tiers and the “How” of Teaching Vocabulary
  • Discuss the critical words.
  • Reflections on the Introduction and Chapter 1

Module 2: Processing and Storing Vocabulary

Contents:

  • Discussion on how the mind works focusing on the gradual release of responsibility model.
  • Explore the Scenario’s in the chapter and discuss.
  • Examine how the brain stores information.
  • Assignment: Explore articles and sites provided and create a memory situation plan.
  • Reflections on Chapter 2

Module 3: The Critical Verbs

Contents:

  • Explore the verbs used in the Common Core Standards
  • Review Blooms Taxonomy and Norman Webb’s Depth of Knowledge Levels
  • Use the information provided to determine how important the words are to your current teaching assignment.
  • Choose two strategies used in this chapter and show how you can use them in two different lessons. (Show the Common Core Standards)
  • Assignment: Prepare a pre-assessment for your grade level
  • Assignment: Create a poster for your classroom of the critical words and their definitions in a catchy way.
  • Reflections on Chapter 3

Module 4: The Critical Nouns

Contents:

  • Learn the critical nouns and discuss them
  • Choose two strategies used in this chapter and show how you can use them in two different lessons. (Show the Common Core Standards)
  • Assignment: Prepare a pre-assessment for your grade level
  • Assignment: Create a poster for your classroom of the critical words and their definitions in a catchy way.
  • Reflections on Chapter 4

Module 5: The Last Words

Contents:

  • Identifying other words that are critical to vocabulary enhancement.
  • Look at the four words: Classify/Categorize, Explicitly, Recognize and Recount. Examine where we typically find these words.
  • Share the grade levels these words appear on the CCSS and choose a strategy to teach each one with deep understanding.
  • Reflections on Chapter 5

Module 6: Common Core Vocabulary Standards

Contents:

  • Common Core App - find and download APP or PDF.
  • Build understanding on terms “General Academic” and “Domain Specific”
  • Few or Flood Approach? (pg 193)
  • Setting the stage for success. Choosing the words with students.
  • Examine the components of interactive read-alouds

Module 7: Reflection and Article Reviews

Contents:

  • Explore classroom strategies to make the words stick.
  • View videos that show teaching vocabulary in action and evaluate.
  • Review a professional article.
  • Create a pocket reference card for students to memorize key vocabulary definitions. Be creative and use a “catch” such as the jingles.
  • Share an idea for a Schoolwide Strategy.
  • Reflections on Chapter 7

Module 8: Using the Web to Enhance Vocabulary

Contents:

  • Explore and critique 5 interactive websites.
  • Create a list of 5 - 10 websites with classroom applications.
  • Assignment: Create four vocabulary lesson plans using technology that you can implement right away.

Module 9: Templates for Graphic Organizers

Contents:

  • Review Strategies for Critical Verbs and Critical Nouns and implement.
  • Explore the templates (pg. 203) and use one in a lesson.
  • Use websites on graphic organizers to become familiar with vocabulary.
  • Assignment: Create a guide for teachers/parents/administrators that explains the importance of teaching vocabulary and creating a pre-assessment across the grade levels.

Module 10: Additional Resources/Final Project/Final Exam

Contents:

  • Overview of resources and suggested websites
  • Final Reflections
  • Final Project
Objectives
  • Evaluate research on vocabulary.
  • Assess how vocabulary is currently being used in your classroom.
  • Identify the ways memory works.
  • Describe and use critical verbs and critical nouns.
  • Analyze various strategies for teaching critical verbs and critical nouns.
  • Create lesson plans for using critical verbs, and strategies to enhance teaching critical nouns.
  • Develop a list of strategies to enhance the teaching of critical verbs.
  • Analyze websites used to enhance teaching of vocabulary.
  • Create a list of useful strategies for all words.
  • Discuss the Common Core Vocabulary Standards.
  • Examine the Common Core App to identify specific standards to your grade level.
  • Compare fundamental strategies to implement these words daily.
  • Design activities using new strategies.
  • Create a long term plan for embedding vocabulary in lesson plans.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

Face-to-face courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class.