Vocabulary is a significant predictor of overall reading comprehension (Baumann, Kame’enui, & Ash, 2003) and student performance (Stahl & Fairbanks, 1986). When readers know a lot of words, they can read more complex texts. When writers know a lot of words, they can compose more sophisticated documents.
Complete a web or visual of your choice making connections with teaching vocabulary in content areas ( Language Arts, Mathematics, Science, Social Studies – select one content are only for this assignment) and its varied demands posed by domain specific texts (content-area textbooks). For example, content-area textbooks are designed for students who are ready to access grade-level vocabulary. That would be one demand. How about students who are not ready or are ELLs? What other demands are posed by domain specific textbooks? Think about the text structure and level and the reading level of the students. Are all beginning second graders performing at grade level? What is wrong with using grade-level textbook with everyone?
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