Vocabulary Procedures

8/14/2019 Vocabulary Procedures

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Vocabulary.Adapted from http://reading.uoregon.edu/voc/index.php,Institute for the Development of Educational Achievement

Primary focus of instruction in grades K-3 should be on developing criticalreading skills.

Read storybooks to younger children to develop vocabulary

Teach older students strategies for contextual analysis and morphemic analysis.

300-00 ne! !ord meanings can be taught per year through direct instruction.This is a significant proportion of the !ords that students !ho are at risk !illlearn.

electing !ords to teach...

"ords that are important for understanding text.

"ords that students !ill encounter often# functionally important !ords.

$se both context and definitions

%ncourage &deep& processing

'ind a synonym or antonym

(ake up a novel sentence !ith a !ord

)lassify the !ord !ith other !ords

Relate the definition to one*s o!n experiences

+ive multiple exposures

&,ecause children !ith !eaker vocabularies are less likely to learn ne! !ordsfrom listening to stories than children !ith larger vocabularies# teachers needto provide more direct instruction for children !ith smaller vocabularies&Robbins %hri# /1 see References2.
http://reading.uoregon.edu/voc/index.phphttp://reading.uoregon.edu/voc/index.php


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"ecommendations: for younger children

)hoose -4 !ords to teach directly from storybooks

)hoose !ords that are important for the story or important for students

to kno!

+ive simple definitions i.e.# examples# synonyms# or definitions2

discuss them in the context of the story

Provide students !ith the opportunity to process the !ords &deeply&

5iscuss the !ords multiple times

"ecommendations: for older children

)hoose !ords that !ill enhance the meaning of !hat students are

reading or important for students to kno!

$se both context and definitions

Teach !ord meanings by using examples# synonyms# and definitions

Provide students !ith the opportunity to process the !ords &deeply&

5iscuss the !ords multiple times.

#eaching Vocabulary: #ypes of Vocabulary Instruction

Direct instruction that teaches specific vocabulary to be read.

Pre-instruction of vocabulary in reading lesson.

#here are a limited number of !ays to teach vocabulary directly$

The !ay you teach depends on learner kno!ledge and !hat you !ant studentsto be able to do.


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#hree %rominent &ral Vocabulary #eaching trategies: 'odeling, ynonyms,Definitions

#eaching Vocabulary by 'odeling (Examples):"hen it is impossible to use language to explain the meaning of a !ord e.g.#bet!een# in2.

(odel positive and negative examples of the ne! concept. e.g.# &This is

a mitten.& or &This is not a mitten.&2.

Test student on their mastery of the examples e.g.# &6s this a mitten ornot a mitten7&2.

Present different examples of the ne! !ord along !ith examples of

other previously taught !ords. 8sk for names e.g.# &"hat is this7 &"hatcolor is this7& or &Tell me ho! 6*m !riting.&2.


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#eaching Vocabulary by ynonyms:"hen a student kno!s a !ords2 that can explain the meaning of a ne!#unkno!n !ord e.g.# damp means a little !et2.

Teacher e9uates a ne! !ord huge2 !ith a kno!n !ords2 very big2.

e.g.# &:ere is a ne! !ord. ;turdy. ;turdy means strong.&2.


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Teacher tests a set of positive and negative examples for the ne! !ord.

e.g.# &Tell me sturdy or not sturdy.&2.

Teacher provides practice in applying several recently taught synonyms.

e.g.# &6s that sturdy7 6s it tidy7 6s it mild7&2.

*hen #eaching ynonyms

$se !ords students kno!

Test on a range of positive and negative examples


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$se concept teaching modeling2 !hen children have limited language

and explanations contain !ords children do not understand.

-eatures of oncept #eaching ('odeling):

;et up use the same material and vary only the dimension that changes

it from the concept to not the concept2.


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euencing Vocabulary s0ills


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#eaching Vocabulary 1sing toryboo0s

ritical Design -eatures of toryboo0 Instruction

Repeated readings of stories alternated2

)lassic stories or on lists of recommended readings

Performance reading style %xtended intro1 fe! interruptions during

reading# dialogue after reading2

3 target !ords per story

;caffolded story grammar intro and retell

:o! to ;elect "ords to Preteach

6dentify !ords that are critical to story understanding that are not

explained in the text.


10/13

;elect !ords students !ill &encounter& again moderate fre9uency !ords2

Preteach meanings of !ords using examples# synonyms# definitions

Provide children opportunities to use the !ords.

,ook Docabulary Taught ;ynonymE5efinition

:arry the dirty dog buried

strange

furiously

Put in the ground andcovered !ith dirt

;omeone or something2that you donFt kno!

'ast and !ildly

toryboo0 "eading 2esson 3

tory Introduction (4 5 6 minutes)

Title# author# illustrator

Rationale for reading

)over presentation# prediction

'ocus on story elements character# setting# etc.2


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6ntroduce 3 target vocabulary !ords

"eading (6 5 7 minutes)

'e! interruptions1 pause for target vocabulary !ords

Post-Reading 5iscussion Guestions 3 - 4 minutes2

Relate to student experiences

toryboo0 "eading 2esson 8

tory Introduction (4 5 6 minutes)

Title# author# illustrator

Recall 9uestions emphasi?ing story elements

Revie! 3 target vocabulary !ords by sho!ing !ords in context

"eading (6 5 7 minutes)

Pauses for target vocabulary !ords

5efinitions and students responses to extend content

Discussion (4 5 9 minutes)

Reconstruct story !ith elements and target !ords


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Where the Wild Things Areby (aurice ;endak /H32# see References

2esson 8 Vocabulary Activity


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"ord games

tory "etell (6 5 7 minutes)

;tudents narrate

Guestions about story elements

uess the *ord ame

Documents

Vocabulary Procedures