Beyond Word Meanings: A Deeper Look at CCSS Vocabulary Instruction to Examine Fourth Grade ELs' Teaching and Learning Opportunities

Session Submission Type: Symposium

Abstract

This symposium presentation highlights three papers from content analyses of a widely used Common Core reading series’ teacher’s guide explore the extent to which ELs’ current vocabulary instruction is supported to learn words deeply across three sampled units. Specifically we examine how vocabulary instruction and learning is clustered across individual instructional blocks, during differentiated whole class instruction for varying English proficiency levels, and at different phases of reading instruction (pre-, during, and post-reading).

Content Area

• Area 8: Literacy Learning and Practice in Multilingual and Multicultural Settings

Chair

• Freddy Hiebert, Text Project

Discussant

• Freddy Hiebert, Text Project

Individual Presentations

• Examining the Distribution and Features of Vocabulary within and Across Instructional Blocks in a CCSS Reading Program - Alain Bengochea, The Ohio State University

• Examining Differentiation of Vocabulary Instruction for ELs’ Opportunity to Learn in a CCSS Reading Program - Mary A. Avalos, University of Miami; Irina Malova, University of Miami

• Examining Pre-, During, and Post-reading for Depth of Vocabulary Instruction in a CCSS Reading Program - Susan Massey, St. Thomas University