Vocabulary

Why is developing students’ vocabulary knowledge important?

Virginia Standards of Learning for Vocabulary 1.2 The student will continue to expand and use listening and speaking vocabularies. 1.7 The student will use meaning clues and language structure to expand vocabulary when reading. First Grade: Volume 2, Page 7

How Language Development Supports Literacy Development Language develops throughout childhood –BEFORE LEARNING TO READ : through shared conversations with adults and peers, interactive read-alouds, discussions, etc. –AFTER LEARNING TO READ: reading books becomes the primary vehicle for learning new words. Early vocabulary scores predict later reading comprehension scores. Vocabulary influences a text’s difficulty level. See Cunningham and Stanovich (1991) (Freebody & Anderson, 1983; Marks, Doctorow, & Wittrock, 1974; Wittrock, Marks, & Doctorow, 1975).

Types of Vocabulary Listening- receptive Speaking- expressive Reading- receptive Writing- expressive

“..a reader’s general vocabulary knowledge is the single best predictor of how well that reader can understand text” Anderson, R.C. & Freebody, P. (1981)

Students learn approximately 2,000-3,000 words per year, about 6-8 new words per day to their reading vocabularies. Anderson, R.C. & Nagy, W. E. (1992)

How do children learn words? (Beck, McKeown, McCaslin, & Burkes) Unknown Acquainted Established Gauge Yardstick Ruler Category of Word Knowledge Examples

Characteristics of Ineffective Vocabulary Instruction Assigning too many new words Looking up words to memorize Failing to produce in-depth word knowledge

Vocabulary DIRECT INDIRECT Effective vocabulary instruction includes opportunities for indirect AND direct word learning

Indirect Vocabulary Instruction Through conversations, especially with adults. From listening to adults read to them. By reading extensively on their own.

Direct Vocabulary Instruction Teach specific words before reading Provide extended instruction to promote active engagement with vocabulary Promote repeated exposure to vocabulary across many contexts Semantic Maps

Direct Vocabulary Instruction Small Group Activity: Work at Vocabulary Strategy Stations

Teaching Vocabulary Strategies

Summary: Guidelines for Effective Vocabulary Instruction Make sure students are reading books at their instructional reading level!!! Introduce 2-4 new words per week. AVOID OVERLOAD. Teach vocabulary directly before, during, & after reading/writing instruction. Teach students strategies for using context clues. Link new words to familiar words & experiences (e.g., orthography = spelling) Familiarize students with common vocabulary test questions: analogies, context clues, cloze procedures, & selecting definitions Use reference materials effectively. See Robb, L. (1999). Easy mini-lessons for building vocabulary. NY: Scholastic Professional Books for additional information.

Vocabulary at Different Stages Emergent Beginning Instructional

How is vocabulary addressed in your literacy block?

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