Gina Cervetti

[Gina Cervetti @GinaCervetti]

@ILAToday Yes, spread the word(s)!

[Gina Cervetti @GinaCervetti]

Thanks for being here! #ILAchat

[Gina Cervetti @GinaCervetti]

A7.2: Rich vocabulary instruction can make every encounter with words in talk and in text an opportunity to build new word knowledge. #ILAchat

[Gina Cervetti @GinaCervetti]

A7.1: We all know that word knowledge is essential for participation in school learning. While we can’t directly teach all of the words readers need to know, the approaches we’ve discussed (building skill, knowledge, interest) offer promise for more equitable access . #ILAchat

[Gina Cervetti @GinaCervetti]

A6.1. Talking about words (e.g., where they come from, how they can be used to create shades of meaning)—and engaging word play (e.g., using riddles, poems, word arrays)—can build interest in words and the ability to navigate the ambiguities of words. #ILAchat

[Gina Cervetti @GinaCervetti]

Asking higher level/open questions can also draw out the use of really great words. #ILAchat

[Gina Cervetti @GinaCervetti]

@PamKou Using new words is joyful!

[Gina Cervetti @GinaCervetti]

A5. Engage students in extended, conceptually-rich projects and investigations that build their knowledge of words around rich ideas and themes and give them lots of opportunities to use words as they collaborate and communicate about their learning. #ILAchat

[Gina Cervetti @GinaCervetti]

Words are labels for ideas, and content areas engage kids with great ideas...and therefore great words! #ILAchat

[Gina Cervetti @GinaCervetti]

A4: Content areas provide the opportunity to teach interesting and academically important words in the context of knowledge-enriching and participatory instruction. This is the best possible context for learning words. #ILAchat

[Gina Cervetti @GinaCervetti]

A3.1: Rather than setting aside time, discuss the meanings of words you encounter throughout the day. Teach the word meanings that are central to the key concepts and themes under study; as words and ideas fuse, both are more memorable. #ILAchat

[Gina Cervetti @GinaCervetti]

A3.2: And, teach and model how to figure out the meanings of new words using many strategies, such as monitoring understanding of words and using context and morphology to infer the meanings of unknown words. #ILAchat

[Gina Cervetti @GinaCervetti]

@EFrackelton Absolutely! words and ideas are inseparable!

[Gina Cervetti @GinaCervetti]

A2.1: Building word knowledge is a slow and incremental process—and, therefore, a lifelong endeavor. Help students’ develop interest, skill, and knowledge with words, so they are always expanding the repertoire of words they can use for personal and academic purposes. #ILAchat

[Gina Cervetti @GinaCervetti]

@mnm12 @DrGoodWin4Lit And teaching polysemy can help students be flexible with word meanings in general!

[Gina Cervetti @GinaCervetti]

A1.2: Teaching lists or sets of academic words is probably not a good use of instructional time. There's little evidence that teaching even large numbers of words in isolation can improve reading comprehension in general. #ILAchat

[Gina Cervetti @GinaCervetti]

A1.1: Teach the words students need to engage with the concepts and themes in particular books or activities. And, help students learn new words incidentally by supporting their interest in words and skill in figuring out the meanings of unfamiliar words. #ILAchat

[Gina Cervetti @GinaCervetti]

This is Gina Cervetti from University of Michigan. I teach and study elementary literacy with a focus on knowledge, vocabulary, and reading comprehension. And, I am an inveterate logophile. #ILAchat