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Diverse Learning Project

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Professional Development

Professional Development

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Naomi Mallory

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19 Slides • 5 Questions

1

Academic Vocabulary and Exposure for Rural Students

Presented by: Naomi Mallory for Gardner-Webb University

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Today's Objectives

  • Background of Rural Students

  • Understanding District & School Demographics.

  • Tier Levels of Vocabulary.

  • Understanding the Difficulties of Vocabulary for Rural Students.

  • Strategies to Implement in the Classroom.

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Rural Students

Rural students are students that live in a predominantly rural area.




Maps of the world (n.d.)

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Understanding District & School Demographics


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"The Roadmap of Need is a whole child needs assessment for North Carolina youth, produced annually by the Public School Forum of North Carolina’s Center for Afterschool Programs (NC CAP)" (

(Public School Forum of NC, 2020)

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District Demographics

  • Ranked 68th overall economic development

  • 58.10% proficient score on 3rd grade reading EOGs for 2017-2018

  • 2.21 actively licensed physicians

  • 23.80 % Food Insecurity* reported in 2017

  • Ranked 67th in Childhood Poverty

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School Demographics

  • Approximately 340 students; Grades 3rd-5th

  • 100% one-to-one Chromebook devices

  • 3/5 of students receive free & reduced lunch *pre-covid, all students receive free lunch this year.

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Academic Vocabulary

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Tier Levels of Vocabulary Words

  • Tier 1: Basic-Primarily Learned Through Conversation

  • Tier 2: Cross-Curricular Words

  • Tier 3: Domain-Specific Words

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Multiple Choice

Which of the following is an example of a Tier 3 Vocabulary Word?

1

Book

2

Measure

3

Round

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Economics

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Multiple Choice

Which of the following is an example of a Tier 2 Vocabulary word

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Forward

2

Convince

3

End

4

Above

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Multiple Choice

Which of the following is an example of a Tier 1 Vocabulary Word

1

Planet

2

Harsh

3

Giant

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Cognitive

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Difficulties of Academic Vocabulary Faced by Rural Students

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Access to resources

"Rural students may have less access to high-speed internet, AP coursework, or extracurricular opportunities, and low-income rural students may face unique challenges related to transportation, childcare, food insecurity, housing, and healthcare" (Smith, 2017)

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Difficulties with Content

  • Difficulty finding reading principles such as main idea or author's point of view.

  • Students with very limited background knowledge may become frustrated or shut down when reading a text on an unfamiliar topic (Hattan, 2019)

  • Understanding vocabulary words in mathematical contexts allows children to work with numbers in ways that they previously could not (Hassinger-Das et al., 2015)

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A Break in the Cycle

The cycle for academic success is broken when one or more of the connecting factors are missing.




Image courtesy NoteZone.Net

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Strategies to Implement in the Classroom

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Exposure

  • Incorporate your own life stories or experiences.

  • Develop a mindset in which any verbal interaction is an opportunity for developing academic language.

  • Speak using academic language within a context that makes the meaning clear to students

  • (Himmele & Himmele, 2009)

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Open Ended

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What is your example of using academic language within a context?

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Instructional Strategies

  • Incorporate the use of trade books in your classroom.

  • Use active involvement

  • Read alouds

  • Word of the Day

  • Teaching vocabulary in rich contexts, using repetition and multiple exposures.

  • (Sobolak, 2008)

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Multiple Select

What strategy would you like to use in your classroom? Mark all that apply

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Trade Books

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Active Involvement

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Read Alouds

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Word of the Day (WOD)

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Repetition/ Multiple Exposure

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References

Kame'enui, E. J., & Baumann, J. F. (Eds.). (2012). Vocabulary instruction : Research to practice. ProQuest Ebook Central https://ebookcentral-proquest-com.ezproxy.gardner-webb.edu


Himmele, P., Himmele, W. (2009). The Language- Rich Classroom: A Research-Based Framework for Teaching English Language Learners. 30-33. http://www.ascd.org/ascd-express/vol5/505-himmele.aspx 


Hassinger-Das, B., Jordan, N., & Dyson, N. (2015). Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties. The Elementary School Journal, 116(2), 242-264. doi:10.1086/683986


Hattan, C. (2019). Prompting Rural Students’ Use of Background Knowledge and Experience to Support Comprehension of Unfamiliar Content. Reading in Research Quarterly, 54 (4), 451-455 https://doi-org.ezproxy.gardner-webb.edu/10.1002/rrq.270


Maps of the World (n.d.) https://www.mapsofworld.com/usa/states/north-carolina/counties/perquimans-county-map.html


 

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Mastering the Fundamentals of College Reading and Writing. (2015, June 28). Vocabulary in Context [video] youtube. https://youtu.be/VVYtdvVUmzQ


Beck, I. L., & McKeown, M. G. (2004). Increasing Young Low-Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction. Elementary School Journal. 


PaTTAN. (2020, August 12). Literacy Snippet: Tiered Vocabulary Instruction [video] youtube. https://youtu.be/PDuk7hDNW9U 


Public Schools Forum of North Carolina. (2020, April 29). 2020 Roadmap of Needs. https://www.ncforum.org/report-highlights-where-young-people-face-the-greatest-obstacles-to-success-in-north-carolina/ 


Smith, A. (2017, October 4). Bumps in the Road for Rural Students. Inside Higher Ed. https://www.insidehighered.com/news/2017/10/04/nonacademic-barriers-highlight-challenges-facing-rural-colleges%C2%A0 


Sobolak, M. (2008). Effects of the Amount of Vocabulary Instruction for Low-Socioeconomic Students.  


Academic Vocabulary and Exposure for Rural Students

Presented by: Naomi Mallory for Gardner-Webb University

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