Grade 3:Vocabulary

The material in this Institute has been modified from the Florida Third Grade Teacher Academy which was based upon the original 2nd grade reading academies developed by the Texas Education Agency and the Texas Center for Reading and Language Arts.

• Copyright to the original 2nd grade academy materials is held by the Texas Education Agency.• Copyright to those portions developed by the Just Read, Florida! Office and the Florida Reading First

Professional Development Office is held by the Just Read, Florida! Office, State of Florida Department of Education.

• Copyrights of published articles and excerpts contained within the academies are held by the original publishers of the articles, and they are included with permission.

Components of Effective Reading Instruction

“. . . vocabulary is the glue that holds stories, ideas, and content together . . . making comprehension accessible for children.”

-Rupley, Logan, & Nichols, 1998/1999, p. 339

Survey of Knowledge

Four-Square Vocabulary Map

Word

(Picture can be added)

What are some examples?

What is it? What is it like?

Activity

Vocabulary

Speaking Listening

WritingReading

North Carolina StandardCourse of Study

Competency Goal 1:

The learner will apply enabling strategies and skills to read and write.

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:

wide reading

word study

listening

discussion

book talks

book clubs

seminars

viewing

role play

studying author’s craft

1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.

Activity

What We Know From Research

Students develop vocabulary through:

wide reading explicit vocabulary instruction

reading a lot

reading different types of texts

focusing on specific words and their meanings

Planning Vocabulary Instruction

Preview the passage

List words that you predict will be challenging for your students

Prioritize these words by their importance

Before reading, select specific words to teach:

Handout 1

Explicit Vocabulary Instruction Includes . . .

Expanding word knowledge through definitions and contexts

Actively involving students

Teaching independent word-learning strategies

Expanding Word KnowledgeVocabulary Words

Definitions(what words mean)

Contexts(how words are used)

Reword definitions

Synonyms Examples

Antonyms non-examples

Create sentences or storiesusing new vocabulary

Discuss multiple meanings

Handout 2

Actively Involving StudentsHelp students make connections

Graphic Organizers

Concept-of-Definition(Word) Maps

Semantic Mapping

Content Word WallsHandouts 3 & 4

Activity

Content Word Walls

Serve as a review of key concepts and spellings of content-related words

Encourage students to use the newly-learned words in their reading, writing, and speaking across content areas

Activity

Find the Content Word Wall Planner

Work in groups of two or three

Complete one of the word walls:Decide on a content area

Choose a topic and create a word list

Include two vocabulary-building activities

Handouts 5 & 6

Activity

Engage in Lively Discussions

learn word meanings

make connections between concepts and words

Discussions of words and relatedconcepts help students:

Word Consciousness

helps students develop a deeper understanding of words

promotes an understanding of how words and concepts are related across different contexts

An awareness of and interest in words and their meanings . . .

Handout 8

Teaching IndependentWord-Learning Strategies

how to determine the meaning of words based on their context

how to look up unknown words

how to read and understand a dictionary entry

Model and help students learn . . .

Teaching IndependentWord-Learning Strategies (cont.)

how to recognize and use information about word parts to determine meaning

Model and help students learn . . .

VIDEO

8:07

Handout 9

Stop and Think About It

“Stop and Think About It: Vocabulary Development” handout

Teacher’s Edition of your reading program

Materials:

Select one of the stories in your Teacher’s Edition

Complete the chart

Directions:

Handout 10

Activity

Consider Diversity:Limited English Proficient Students

Teach new vocabulary words

Explicitly teach cognates

Teach strategies for independent word learning

Hold high expectations

Monitoring Students’ Progress:Vocabulary Knowledge

Students know words to varying degrees

Three levels of word knowledge:

Unknown

Acquainted

Established

Remember . . .

Explicit vocabulary instruction “can deepen students’ knowledge of word meanings” to help them “understand what they are hearing or reading” as well as “help them use words accurately in speaking and writing.”

-National Institute for Literacy, 2001, p. 36