In practice, there are three phases to the text-based approach.ġ. Students are exploring new vocabulary throughout the unit, centered around one or more core texts that allow them to engage with new vocabulary often and ultimately internalize these new words. In an article emphasizing the importance of knowledge building in ELA curricula, Natalie Wexler pointed out that students “need to stick with a topic for days or weeks, encountering the same vocabulary and concepts repeatedly so they will stick.” Fishtank ELA’s text-based approach does just that. Students use vocabulary to answer Key Questions, Target Task Questions, and participate in class discussions. Words that require additional attention are taught either explicitly or implicitly based on a teachers’ strategic decision making. Students learn a portion of their new vocabulary indirectly and unconsciously through daily reading, writing, listening, and speaking routines. What does Fishtank’s text-based approach look like?įishtank ELA’s text-based approach strategically connects vocabulary to the core texts of each unit. In-depth study of selected words ensures that students can develop the knowledge necessary to engage with rigorous texts and continually build their academic vocabulary. There are some words that students won’t be able to infer based on context and therefore need to be explicitly taught. Students need explicit vocabulary instruction. Students should always start by asking themselves “What is happening in the text at the point the word is used?” Then, students can employ strategies including pictures, plot, synonyms or antonym context clues to determine meaning.Ĥ. To ensure students aren’t completely lost when they encounter a word you haven’t studied, you can equip them with strategies to determine the meaning of words on their own. There are likely far more words you want to teach your students than you have time for. Students need strategies to help them determine word meanings independently. Allowing students to use these new words in conversations and writing ensures that students practice and receive feedback about using these words effectively.ģ. If students are only hearing new words or seeing them during an explicit vocabulary lesson, they won’t internalize these words in a meaningful way. Students need sufficient opportunities to use these new words in activities such as discussions and writing.Īs students continually add new words to their vocabulary, they need opportunities to use those words independently. Furthermore, they need to come in contact with those words in context so that they can create meaningful connections between previous knowledge and new vocabulary.Ģ. If you want students to add new words to their vocabulary, they need to consistently come in contact with those new words. Students need repeated exposure to new words. There are four key aspects of vocabulary instruction that help students internalize and learn new words.ġ. We believe in the power of a text-based approach to vocabulary instruction that helps students use their background knowledge to engage with and internalize new vocabulary in context. At Fishtank, we think there is a better way. How did you learn new vocabulary words as a student? Maybe you flipped through endless flashcards or were given a dictionary to try and memorize words in isolation.
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