I have been observing a literacy class that has been working with the book “Inside Out & Back Again” in conjunction with some informational texts and the Expeditionary Learning 8th Grade Module workbook. There is an interactive word wall, HOT question parking lot, habits of good readers and a classroom library.
• How do they select vocabulary to teach in all areas of your curriculum? The module workbook prescribes target vocabulary.
Any other challenging vocabulary is specific to the student.
• How much time do they allocate to word study?
Previewing the vocabulary was an individual activity at the beginning of the unit. Any other vocabulary study is done in context to enhance reading comprehension and the use of target academic language.
• What word study routines do they teach and encourage their students to use?
The teacher has been teaching the students to use common Greek and Latin prefixes and roots as clues to help identify word meaning. Also, the teacher encourages finding synonyms of words to help with meaning.
• How do they differentiate instruction and tasks based on their students' needs?
Grouping is heterogeneous; there are opportunities to work independently, with elbow partners or in groups. The teacher also has introduced Socratic seminars and group activities in which students must come to a consensus when identifying central ideas and key details. Supporting texts are informational and the teacher encourages the sharing of personal experiences with immigration (particularly important in this unit) as a motivation for learning.
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