Effective Vocabulary Instruction K- 2nd Grade Gina Flynn and Bethany Teipel St. Robert School October 8, 2013 Getting Started Think of your kiddos... Bursts out without raising hand
Just cant resist touching, poking, bothering Thinks hes smarter than you Impact of CCSS The Common Core State Standards place a great deal of emphasis on academic vocabulary. The CCSS also calls for increasing the amount of
nonfiction and informational text in classrooms. Vocabulary knowledge influences fluency, comprehension, and student achievement Video: http://www.engageny.org/resource/common-core- in-ela-literacy-shift-6-academic-vocabulary Three Vocabulary Tiers
Tier 1: Known and Common Words Tier I words are basic, everyday words that are a part of most childrens vocabulary. These are words used every day in conversation, and most of them are learned by hearing family, peers, and teachers use them when speaking. These words are especially important for
English language learners who may not be familiar with them. Tier 2: High Frequency Words Tier 2 words include frequently occurring words that appear in various contexts and topics and play an important role in verbal functioning across a variety of content
areas. Another way to think of Tier 2 vocabulary is as cross-curricular terms. For example, the term justify and predict frequently appear in Science, Social Studies, and English texts. Tier 3: Low Frequency, Domain Specific Tier 3 words are field of study specific
vocabulary. Words in this category are low frequency, specialized words that appear in specific fields or content areas. Most students will be unfamiliar with Tier 3 words. Teach these words as the need arises for comprehension in specific content areas. Vocabulary in Early
Literacy Vocabulary plays an important role in understanding nonfiction and informational text. It has been estimated that 80% of comprehension in nonfiction is dependent upon understanding the vocabulary. Teaching vocabulary improves both verbal IQ and reading comprehension. Children who are behind by 1st grade have a hard time
making up the gap. If children read 1 million words in a year, at least 1,000 words will be added to their vocabulary (Krashen, 1993 Vocabulary Instruction Offer opportunities to use newly learned word Take 1 minute to write down ways you teach vocabulary in your
classroom Four Kinds of Vocabulary Listening: The words we need to know to understand what we hear Speaking: The words we use when we speak Reading: The words we need to know
when we read Writing: The words we use in writing All are interconnected How to Teach Vocabulary Research shows students will incorporate more words into their vocabulary and use them correctly, including spelling, when the
focus is on fewer words at one time for intensive instruction Grades 2-5 5-8 words per week Grades 6-8 10-15 words per week
Grades 9-12 12-25 words per week Brewer, C and Gann, J. (2003). Balanced literacy: a learning focused approach. Boone NC: Learning Concepts.. Steps for Effective Vocabulary Instruction Explicit vocabulary instruction Introduce and explain Kids repeat and explain in own terms Visual representation of the word
Check for understanding/Connecting to prior knowledge Encourage students to discuss terms with one another (interactive anchor chart) Offer opportunities to use newly learned word (Based on research by Marzano and Pickering, 2005) Purposeful Exposure to New Words
Multiple exposures to new words across classroom contexts (in a read-aloud, then in the art center, and so on) give children opportunities to acquire information about word meanings. Click icon to add picture
Vocabulary Instruction Offer opportunities to use newly learned word Word Mapping: Graphic organizer to help learn new vocabulary Vocabulary Instruction Read alouds
Text complexity is higher than students reading levels Always allow time for discussion after each read-aloud. Classroom Environment Create a print-rich environment Word Wall When you think of a word wall,
What comes to mind? Turn and talk New and Improved Word Walls Content Organization Location
Concepts Themes Topical Sight Words Word Families File folder Binder Ring Frame Anchor Chart
Pocket Chart Digital Add pictures Think portable! Empty flat surface Student accessible Personal word wall CHANGE IT UP!
Portable Word Walls Word Play Vocabulary Instruction Should be Fun Playing with words increases understanding! Word Play in the Classroom Whats My Word? Collaborative Anchor Chart Word Hunt for Golden Nuggets
Graffiti Wall Classroom Exploratory Centers http://www.visuwords.com/ Word Play in the Classroom Whats My Word? Word Hunt Word Play in the
Classroom Word Play Share What are other ways you teach vocabulary in your classroom? Do thisNot that! Asking, Does anybody know what ________means? Having students look it up in a typical dictionary
Having students use the word in a sentence after they look it up in the dictionary Telling students to use context clues as a primary strategy Students guessing the definition Copying from dictionary or glossary
Copying same word several times Activities that do not require deep processing (word searches, fill- in-the-blank, etc.) Rote memorization without context Vocabulary Wrap Up Vocabulary instruction should be: Explicit
Engaging Multiple Exposures Meaningful References http://www.readingrockets.org/helping/targ et/vocabulary/ http://www.naeyc.org/files/yc/file/201007/Ch
ristWangOnline.pdf http://www.learningunlimitedllc.com/2013/0 7/5-steps-vocabulary-instruction/ Marzano, R. and Pickering, D.(2005). Buiding academic vocabulary. Alexandria VA; Association for Supervision and Curriculum Development.
Exit Slip REFLECT How has your thinking changed about vocabulary today? What is one thing you learned that you would like try? Thank You!
Gina Flynn, 4K Teacher at St. Robert School [email protected] Bethany Teipel, Learning Support Specialist at St. Robert School [email protected]
