Introduction: According to the article by Armbruster, Lehr, and Osborn (2001), Vocabulary . . . is very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary. Armbruster et al. also support the use of both direct and indirect vocabulary instruction, while Gunning (2008) talks about seven principles of effective vocabulary instruction and offers numerous research-supported techniques for promoting vocabulary development in elementary classrooms. Through this task, you will build your understanding of strategies used to increase vocabulary. The corresponding objective assessment will include questions that focus on identifying appropriate vocabulary strategies. The literacy and reading summative performance task will require activities related to measuring vocabulary. This task provides an opportunity for you to identify instructional strategies you might use to build reading vocabulary. After consulting the learning resources outlined in the course of study task, you should be able to evaluate why repetition and multiple exposures to vocabulary are important to student mastery. Task: A. Create a letter for parents or guardians of students in your elementary classroom by doing the following: 1. Provide a brief overview of what vocabulary is, why it is important, and how it can be assessed. 2. Explain five different ways that vocabulary can be taught effectively. 3. In your conclusion, solicit the parents help and support to work with their children at night to develop this skill. B. When you use sources, include all in-text citations and references in APA format. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points. Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

Introduction: According to the article by Armbruster, Lehr, and Osborn (2001), Vocabulary . . . is very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary. Armbruster et al. also support the use of both direct and indirect vocabulary instruction, while Gunning (2008) talks about seven principles of effective vocabulary instruction and offers numerous research-supported techniques for promoting vocabulary development in elementary classrooms. Through this task, you will build your understanding of strategies used to increase vocabulary. The corresponding objective assessment will include questions that focus on identifying appropriate vocabulary strategies. The literacy and reading summative performance task will require activities related to measuring vocabulary. This task provides an opportunity for you to identify instructional strategies you might use to build reading vocabulary. After consulting the learning resources outlined in the course of study task, you should be able to evaluate why repetition and multiple exposures to vocabulary are important to student mastery. Task: A. Create a letter for parents or guardians of students in your elementary classroom by doing the following: 1. Provide a brief overview of what vocabulary is, why it is important, and how it can be assessed. 2. Explain five different ways that vocabulary can be taught effectively. 3. In your conclusion, solicit the parents help and support to work with their children at night to develop this skill. B. When you use sources, include all in-text citations and references in APA format. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points. Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.