e-Learning for Educators
Course Information

Rethinking Vocabulary Grades K-5 for Active WV Educators
Course Description

In this course, participants will read and understand current research on vocabulary instruction.  They will complete a reading interest inventory to discover areas of high interest for their students in order to gather and use resources to support those interests.  Additionally, this course will provide instruction on how to select vocabulary words to teach and strategies to teach them effectively.  Course participants will learn the difference between explicit and implicit instruction, as well as, comprehend the connection between collaborative conversations and increasing vocabulary knowledge. Finally, they will incorporate strategies in order to create a language-rich environment by creating and utilizing an interactive word wall.

Course Syllabus

By the end of this course, participants will:

  • know and understand the research behind the thirty-million word gap and how it impacts the students and their classroom,
  • complete a survey of current vocabulary instructional practices, 
  • think of adaptions of current teaching practices to better meet the needs of students based session research,
  • understand the important connection between a volume of reading and building vocabulary,
  • complete an interest inventory in order to discover areas of high interest for your students, 
  • gather and utilize resources to support areas of high interest for your students, 
  • understand how words are classified into tiers,
  • comprehend the connection between high quality vocabulary instruction and knowledge of the three tiers, 
  • utilize Marzano's Six Steps Process for Teaching Vocabulary,
  • understand the difference between explicit (direct) and implicit (indirect) instruction,
  • comprehend the connection between collaborative conversations and increasing vocabulary knowledge, 
  • create a structure for classroom discussions and utilize that structure in conjunction with collaborative conversations to build vocabulary,
  • deepen their understanding of the difference between explicit (direct) and implicit (indirect) instruction,
  • implement an explicit vocabulary strategy in their classroom,
  • distinguish between explicit (direct) and implicit (indirect) instruction,
  • understand the research behind the importance of a language-rich environment,
  • incorporate various strategies to create a vocabulary-rich environment, and
  • create and utilize an interactive word wall.
Course Organization
This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.

When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.
This professional development course is designed for PreK-5 teachers curriculum specialists and administrators. Participants are expected to have regular access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet and navigating through computer files. 

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/ county technology support person if you need help in using/installing Word and/or other Office applications. 

If you do not have a k12.wv.us email account, Word must be acquired through other means. One way to get access to Word Online at no charge is by Creating a Microsoft Outlook Account with Access to FREE Office Online

Course participants in Rethinking Vocabulary PreK-5 Instruction for Active Educators must have access to a digital camera or other device such as a tablet or smartphone capable of taking digital photos for inclusion in one of the project assignments for this course.

Format and Requirements
This workshop is divided into an Orientaton and six one-week sessions which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be 6.5 to 7 hours.

The outline for the workshop is as follows:
Session One Overview of Current Vocabulary Research
Session Two Building Knowledge in Order to Build Vocabulary
Session Three Vocabulary Tiers 1, 2 & 3 (I, II & III)
Session Four Implicit (Indirect) Vocabulary Instruction and Collaborative Conversations
Session Five Explicit Vocabulary Instruction and Strategies
Session Six Creating a Vocabulary Building Environment
Assignments and Assessment

Each session includes readings, activities, and a discussion assignment, which participants are required to complete weekly. This is a three-hour graduate level course and will require 30 - 45 hours to successfully complete the tasks. Participants should plan to spend 6.5 - 7 hours weekly to read assignments, complete activities including the session projects and participate actively in the weekly discussions.

Orientation Quiz: During the Orientation Session, participants are expected to complete the Orientation Quiz. The quiz may be completed as many times as necessary to score at least a 90% accuracy. 

Pre and Post Workshop Surveys: Participants are expected to complete both surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six. 

Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory.

Course Projects: Each week participants will download and save a session project template and complete a session project. Participants can type directly into the file. During Sessions One through Six, participants will place their completed session project into Discussion #2 for peer-review. Each participant will peer-review a colleague's session project. During Sessions One through Six, participants will attach their session project to the session dropbox for facilitator review. The following project templates rubrics will be used during this course.

Note: It is imperative that participants log on to each new weekly session on Wednesday, the opening day of the session, as many of the activities in the weekly sessions of this course include implementation of the activities with students. These activities must be planned by Thursday of each week and implemented by Friday with the students in order to complete and submit the project reflections and discussions in a timely manner. 

Vocabulary Session One Project  Session One Rubric.  Session One Peer-Review Rubric
Vocabulary Session Two Project  Session Two Rubric  Session Two Peer Review Rubric
Vocabulary Session Three Project  Session Three Rubric  Session Three Peer-Review Rubric
Vocabulary Session Four Project  Session Four Rubric  Session Four Peer-Review Rubric
Vocabulary Session Five Project  Session Five Rubric  Session Five Peer-Review Rubric
Vocabulary Session Six Project  Session Six Rubric  Session Six Peer-Review Rubric

Discussion Forum: Participants will be evaluated weekly on the frequency and quality of their participation in Discussion Forum #1.This course has dual discussion posting for each session, one of which is a peer-review forum in which participants review a colleague's project. 

Participants are required to post a minimum of one substantial original posting each session in response to the Discussion #1 prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings in Discussion #1 each session by Monday evening. They are to read all original Discussion #1 messages by course participants and enough additional Discussion #1 responses to make a total of 50% of the Discussion #1 messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. The facilitator will follow these guidelines and the checklist when evaluating successful participation in Discussion #1.

Participants are also required to post their session project to Discussion #2 of each session for peer-review. Each session will have a peer-review rubric which is a modified version of the project rubric that the facilitator will use to evaluate the participants' projects. Read the Rubric Review Help Guide for guidelines about conducting a peer-review. Participants will highlight the items in the "Satisfactory" column on the peer-review rubric that meet expectations and make remarks in the "Comments" column about items that need improvement. Also, any areas that are exemplary will be placed in the "Comments" column. These rubric reviews will be posted in the Discussion #2 and participants will have the opportunity to revise the project before submitting it for facilitator grading. 

Course Grading Expectations

All grades in the course gradebook must be a "C" for successful course completion. A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Copyright and Plagiarism Information

All resources referenced during the course will be properly documented. 

Copyright guidelines are to be observed throughout the course project and all course activities. All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
lagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course. 

Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).

Software Disclaimer
Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.
Certificate of Completion
Upon successful completion of this course, Rethinking Vocabulary PreK-5 Instruction for Active Educators, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via attachment to the course feedback in the Course Dropbox shortly after the completion of the course.
Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University, West Virginia State University, or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/ Welcome Page.

Technology Standards

This course, Writing Stages and Development PK-5 for Active Educators, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV, and V.For more information about Technology Integration visit: http://www.iste.org

About this Course

This course was created by the West Virginia Department of Education (http://wvde.state.wv.us).

Original design (before format modifications) was created by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.