KIM Chart Journal Club

Name: Molly Harbottle

Reading: In The Media: Expanding Students Experience With Academic Vocabulary

Author: Margaret G. McKeown, Amy C. Crosson, Nancy J. Artz, Cheryl Sandora, Isabel L. Beck
Date: 2013
Complete the following chart, based upon the five most salient Key Concepts in the reading for you.

Key Concept
List the key concepts discussed in
the article, one concept per for.

Context for In the Media

Information
What information will help you remember this concept?

Design of In the Media

Motivate students interest in learning words and to encourage their learning

of target words
Challenges students to find RAVE words outside of the classroom setting in
the media
Students get points for depositing words after getting 10 points they get a
reward
Students immediately wanted to participate even though it was voluntary
12 deposit slips per student (average) over a period of 6 months (61 students
receiving instruction)
No correlation found between participation or student reading ability/test
scores
Influenced by social factors

Robust Academic Vocabulary Encounters

Everywhere!
~ 43% - books (frequently science books)
~ 35% - television (news, weather, Discovery, Animal Planet, etc.)

Student Participation In the Media

RAVE Words (Found)

Part of RAVE, designed to enhance students knowledge of academic

vocabulary and comprehension of academic tasks
AWL Academic Word List
7 day cycles of direct instruction 99 words over 11 cycles
Friendly definitions and authentic contextual clues

Memory clue
Draw a visual that
will help you
remember this key
concept. (NOT
REQUIRED)

What Students Gained from In the Media

Internet, movies, catalogs, environmental print

After students participated in In the Media, the report on their encounter with
words greatly increased (scores also increased from the pre-test)
Students developed flexibility toward different forms and senses of words
Vocabulary growth
More exposure to words leads to more connections and a better understanding
of words