Vocabulary Instruction - TeacherTube



Vocabulary Instruction

Stage 1

How did you learn to read? Who helped you? Did your grandmother read to you? Did you continuously read your favorite book? Was it Reading Rainbow or Sesame Street or was it your teacher? You may have answered yes to one or more of these questions. Guess what? You are right. All of these sources were essential tools in teaching you how to read. I have taught third grade for the past four years and I have also taught Title I Reading. My experience has taught me two things: First of all, reading involves under-standing what’s on the page, it is information that will make you smarter, it is sounding out letters to make words, it’s comprehension, it’s the ability to put together what the author wants you to know and it is learning new words. This brings me to my second personal discovery; one reason students do not read well as well is that they do not possess the vocabulary skills they need for reading. I believe that students, who do not fully understand vo-cabulary, or important key words, cannot fully understand text. Students often skip over, read incorrectly, or create a different word for the unknown word or words. Therefore, they may be misinterpreting the sentence or story.

Vocabulary development is an essential tool for reading and listening, as well as providing communication to others. The teacher needs to select quality objectives for students to achieve in the area of vocabulary develop-ment. These objectives need to emphasize what is relevant and functional. I will provide strategies and activities to expand their vocabulary develop-ment. I plan to help my students by activating their prior knowledge, de-fining words in multiple contexts, use context and sentence structure to figure out the meaning of the words, help them to understand the structure of words, (e.g., prefixes, root words, and suffixes), as well as integrating new words into their working vocabularies.

Stage 2

Research tells us that vocabulary assists students in expanding their knowledge to raise achievement. It increases when students have visual images of word meaning and when the words are categorized into groups. In order to understand spoken or written words, a student must know 95% of the words. It takes a minimum of 15 encounters with a new word for a student to understand and apply the word independently. Allowing students multiple exposures can help move the “new” word from their working memory to their permanent memory.

There are four types of vocabulary. They are listening, speaking, reading, and writing. These four vocabularies need to continually be nurtured in the teacher’s classroom. Vocabulary can be learned directly and indirectly. Children learn the meaning of words through everyday experiences with written and oral language. For example, conversations, being read to, and reading to themselves are powerful strategies. Allowing readers to work with a “buddy” who has greater ability can increase results. Direct instruction and learning activities can stimulate interesting words.

There are several other strategies a teacher can provide in order to seek optimal learning and understanding. For instance, a teacher should stimulate background knowledge. Background information is needed to attach meaning to vocabulary terms being studied. Also, focus on a small number of important words. Ideally, the words should be related so that the depth of concept development can be increased. Developing a rich listening, speak-ing, reading, and writing curriculum will give students a quality vocabulary that will help them become successful in their personal life as well as in society. Having students encounter words in various contexts is also helpful. This technique is referred to as “repeated exposure.”

Vocabulary development emphasizes that pupils seek purpose in learn-ing. “Purposeful learning in vocabulary development means that pupils per-ceive reasons for achieving (Ediger, 1999).” According to my research, “if meaning is lacking, the chances are pupils will memorize terms and concepts for testing purposes only (Ediger, 1999).” Therefore, the teacher should select worthwhile activities for the students. Each activity should be selected carefully so that each student’s achievement is as optimal as possible.

So, which words should you teach? Choose the words you teach care-fully. You should not try to teach all unknown words. “For one thing, the text may have far too many words that are unknown to the student (Reutzel & Cooter, 2009).” Focus on words that are important to the meaning of the selections you will be reading in class. Think about the relationship to other lessons and classroom events.

Stage 2B

Finding ways to assess vocabulary can be problematic according to Reutzel & Cooter. How do you know which words to test? How do you determine what it means for a student to actually “know” a word? My research has given me some examples of successful assessment models. In order for me to understand what my students know and what they do not know, I need to do some questioning. I will ask my students a series of questions prior to the start of the lesson. This will be one way to check prior knowledge. Through-out the vocabulary unit, I will use a variety of forma-tive assessments such as word maps, cloze passages, sorting, observations, quizzes, and activities. Short answers, multiple choice, and matching will be some of the ways used to assess my students at the end of the unit.

Works Cited

Cobb County School District. Web. 28 June 2010. .

Ediger, Marlow. "Reading and Vocabulary Development." Journal of Instructional Psychology (1999). Print.

ProTeacher! Teaching Ideas and Resources For Elementary School Teachers. Web.

28 June 2010. .

Quia. Web. 28 June 2010. .

Reutzel, D. R., and Robert B. Cooter. 2nd ed. Pearson, 2000. Print.

Teaching Resources, Children's Book Recommendations, and Student Activities | . Web. 28 June 2010. .

Willis, Judy. Teaching the Brain to Read Strategies for Improving Fluency, Vocabulary, and Comprehension. Alexandria, Va.: Association for Supervision and Curriculum Development, 2008. Print.

Zwiers, Jeff. Building Reading Comprehension Habits in Grades 6-12: a Toolkit of Classroom Activities. Newark, Del.: International Reading Association, 2004. Print.

Stage 3 and 4

Lesson 1- Vocabulary Instruction: Spelling

I have two reasons for choosing spelling as part of my vocabulary unit: First, my experience in third grade and as a Title I Reading teacher has shown me many students do not have a strong foundation in sound recognitions. This is particularly true with vowel sounds. Secondly, what sounds they hear are not necessarily the sounds they write.

A. Missing Vowel Cards Activity (approx. 30 min.) This particular lesson can be used at the beginning of the year in order to review what has been taught in first and second grade. It also can be adapted by adding long vowel sounds and vowel combinations, e.g., ea, ee, ie, ai.

▪ Students will each be given 5 cards labeled A, E, I, O, U.

▪ Students will be using index cards with pictures of a variety of short-vowel CVC words. EXAMPLES: pen, fox, cup, dad, sit

▪ Students will write the word under a picture, but make a blank line where the vowel should be.

▪ The students will then sort the picture cards under the correct vowel card.

B. Configuration Boxes (approx. 15-20 min.) This lesson supports word identification. The teacher can use this as a whole class project or as an independent activity. Again, this lesson can be adapted to meet the needs of struggling students or those who need a challenge.

▪ Teacher can choose words of his/her choice. (Grade level appropriate, spelling, reading list, etc.)

▪ Place the appropriate letter into the matching box in order to create the word.

EXAMPLE: play – Put the letter into the box that matches the letter shape.

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C. “Silent E” Flap Books (approx. 30-45 min.) The time on this lesson can be shortened or lengthened depending on if you have the students construct the flap book from scratch. This is a lesson to help students better understand how changing one element of a word can change the meaning, spelling, and the way the word is read. This can be adapted for contractions and word families.

▪ Teacher will have a number of 1” x 3” strips of paper. The amount will depend on class size and amount of words.

▪ Student will create a short vowel sound word and write it on their flap book.

▪ The student will add a flap with an e on the end.

EXAMPLE: MAD to MADE MIT to MITE

GLAD to GLADE NAT to NATE

MAN to MANE BIT to BITE

**Assessment will be the teacher walking around the classroom and checking the students’ work. We can then engage in a class discussion about their answers and why they chose the answers they did.

Lesson 2- Vocabulary Instruction: Context Clues

These lessons are designed to help students understand the meaning of words and introduce them to new vocabulary.

A. Good Reader Bookmarks (approx. 40 min.)

▪ Students and teacher will brainstorm strategies of what to do when they come to a word they do not know. Keep their strategies relevant to their grade level. For example, chunk it. Look for a part in the word you know.

▪ The list of ideas should be written on chart paper and kept in front of them. This will allow them to view their “tips” anytime throughout the year.

▪ When a sufficient amount of strategies have been listed, the class needs to decide the top 3 to 4 strategies that would best help them.

▪ Give each student a 2” x 6” strip of paper.

▪ The students can divide the bookmark into 3 to 4 boxes. A ruler would help them draw a straight line.

▪ In each box, the students will write their strategy. They can also use pictures and decorate their bookmark to make it their own.

▪ Have your students keep their bookmarks in their school box or keep the bookmarks in a tin can on your desk. Only pull them out during reading or silent reading, etc. It is whatever will work best for your classroom.

B. 4-Fold Vocabulary (approx. 20-30 min.) This activity can be done in groups, independent, or as a whole class. It is optional to use a dictionary in section 2.

▪ In this activity, students fold their papers into rows of 4 sections each. The number of row can relate to the number of words to be studied.

▪ In the 1st section, the student writes the definition of the word in their own words.

▪ In the 2nd section, the student writes a definition of the word in their own words.

▪ In the 3rd section, the student draws a picture or symbol to represent the word.

▪ In the 4th section, the student writes a sentence with the word based on their definition.

For example:

|WORD |DEFINITION |PICTURE |SENTENCE |

| | | | |

| |Something in the kitchen used |[pic] |We baked cookies in the oven. |

|Oven |for cooking and baking. | | |

| | | | |

C. Meeting New Vocabulary (Graphic Organizer) (approx. 20-30 min.) I have used a variation of this graphic organizer. I consider this particular one a slight more advanced than what my third grade students are used to. I, personally, would use this one after my students have had some experience using the dictionary and getting into the routine of using a word map. I have found working with a partner or group of 3 is great for my students. This allows them to help each other, teach each other, and not be intimidated by the dictionary. *Dictionary skills are a prerequisite to this activity.

▪ Give each student a “Meeting New Vocabulary” word map.

▪ Have a list of your vocabulary words written on the board.

▪ Allow a student to choose a word from the list.

▪ Write the word in the word box.

▪ Then draw a picture or symbol of what you think the word means.

▪ Predict the meaning of the word.

▪ Use the word in a sentence.

▪ Now is the time the students will use a dictionary to find the correct meaning. Allow a couple of minutes for all students to find the word.

▪ Based on the dictionary’s meaning, use the word in a sentence.

▪ Finally, have the student draw the correct picture or symbol for that word.

▪ It is up to you how many words you want your students to define.

For Example:

|Word |Drawing or Symbol for Word |

|1. |1. your prediction |

| | |

| | |

|2. |2. actual meaning |

| | |

| | |

Predicted meaning of word: ____________________________________

Based on that meaning, use this word in a sentence: ________________

__________________________________________________________

Dictionary Definition: _______________________________________

Based on the dictionary’s meaning, use this word in a sentence: _______

__________________________________________________________

**Assessment will be class discussion, questioning, and observing.

Lesson 3- Vocabulary Instruction: Word Root, Prefixes, Suffixes

It is important to figure out words by sorting their parts. This activity can help students quickly figure out many words without having to consult a dictionary.

A. Prefix and Suffix Word Sort (15 min.) Students must have prior knowledge of prefixes and suffixes. This activity can be used as a supple-mental activity.

▪ Group students into 3 or 4.

▪ Have a stack of prefix and suffix cards on the table.

▪ Give each group a base word turned upside down.

▪ The teachers says go and the students begin to write every new word they can think of in 2 minutes.

▪ They must use the prefixes and suffixes on their table.

▪ After 2 minutes each person shares the words they have created. For every new (correct) word that each group has they earn 1 point. If the words do not make sense or if the prefix or suffix is not added, the word does not count.

**Assessment will be the group checking at the end of the two minutes.

B. On-line Interactive Games: prefix, root/base word, suffix (time will vary depending on available computers). Students will choose between matching, concentration, and word search games. Both sources are challenging games. Make sure your students have a solid understanding of prefix, root word, and suffix meaning.

1. - allows students to participate actively in matching, word search, and concentration.

2. teacher.activities/adventure/grammar3.htm

• click on the game “Short Circuit”

• students will be allowed to choose a level 1-4.

Lesson 4- Vocabulary Instruction: Synonyms/Antonyms

English is a very rich language that has borrowed vocabulary from many languages. So, synonym and antonym games are useful in allowing students to see word relationships.

A. Memory Game: Synonyms (These can also be adapted for antonyms.) (Approx. 20 min.)

▪ Group students into small teams or partners.

▪ Give each team or partner a certain amount of cards line up in rows and columns upside down.

▪ Students will take turns matching synonyms (or antonyms).

▪ If the student makes a correct match he/she can take another turn.

▪ An incorrect match means you lose a turn.

▪ The person with the most pairs wins!

B. Cloze Passage

▪ Use an excerpt from a favorite book. (Ex. The Grouchy Ladybug)

▪ In preparing the passage, leave out targeted words.

▪ Have the students fill in the blanks with synonyms (antonyms) for the words in the contained in the original text.

▪ You might choose to delete words like shouted, suggested, reminded, and offered.

▪ Discuss how different synonyms (antonyms) can alter meaning significantly

C. Linear Arrays (Graphic Organizer) (Approx. 10-15 min.)

Linear Arrays are a strategy to extend vocabulary by asking students to extend their understanding of words. Using opposites on each end, students add words that are in between.

▪ Choose two words that mean the opposite.

▪ Write them on the ends of the linear array.

▪ Begin in the 1st circle and add a word that slightly means less than the 1st original word.

Example:

Stage 5

In the beginning stages of this unit, I had already had my own opinion of the benefits and importance of vocabulary instruction. I had already had a minimal amount of activities. I say minimal because after my researching, I have learned even more new ideas and strategies. Then, as the unit pro-gressed and I began researching, I have learned that vocabulary falls into many categories. For instance, without appropriate vocabulary instruction one may lack fluency, comprehension, and writing skills. I have read that vocabulary knowledge begins with young children. It can directly affect their success later in learning to read. Children who enter school with limited vocabulary knowledge often fall further behind in reading (Willis, 2008). Many of my activities throughout my unit are strategies that will help increase students’ ability to communicate their ideas, knowledge, and voice. I chose a variety of activities that can be adapted to any classroom, grade level, subject, and also can be used as independent work or group work. In order to bring your students some ownership of the new word, allow them to do some creating, sorting, and using graphic organizers. It allows the student to make connections from known words to similar words to new words (Willis, 2008).

Although, this project has increased my knowledge and understanding, I know this is only the beginning. It seems the more I learn, the more I wonder. Will these activities engage my students? Will their vocabulary test scores increase? Do they have a better understanding of the word? Have they made a connection to the word? Have I given them ample opportunities for learning?

This assignment has sparked an interest in finding ways I can help stu-dents improve their reading fluency, build comprehension skills, overcome writing obstacles, and bridge text to prior experience and knowledge. I will continue to develop new and significant ways to strengthen students’ reading skills.

Why Do I Need To Know That?

Vocabulary Strategies and Instruction

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