ANITA L ARCHER PHD Summary Importance of vocabulary instruction Components of a vocabulary program Explicit instruction Instructional routines Importance of vocabulary instruction Childrens vocabulary in the early grades directly effects reading comprehension in the upper grades ID: 589559
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Slide1
DYNAMIC VOCABULARY INSTRUCTION
ANITA L. ARCHER, PHD.Slide2
Summary
Importance of vocabulary instruction
Components of a vocabulary program
Explicit instruction
Instructional routinesSlide3
Importance of vocabulary instruction
Children’s vocabulary in the early grades directly effects reading comprehension in the upper grades
Hart &
Risley
, 1995
More directive language in low income familiesTo close the gap, vocabulary acquisition must be accelerated through intentional instruction in all grades, all classes.
Words heard in 3 years
Low Income
10 million
Working Class
20 million
Professional
30 millionSlide4
Components of a vocabulary program
High quality classroom language
Tell students the meaning of words when first used.
Ex. “Don’t
procrastinate
on your project. Procrastinate means to put off doing something.”Pair in the meaning of the word by using parallel language.
Ex. “Please
refrain
from talking. Please don’t talk.”Slide5
Components of a vocabulary program
Read-Alouds
Listening to a book being read can significantly improve children’s
expresssive
vocabulary.
(Nicholson &Whyte, 1992; Senechal & Cornell, 1993)Print vocabulary is more extensive and diverse than oral vocabulary. (Hays, Wolfe, & Wolf, 1996)Choose interesting, engaging stories
Be a story-teller
Provide students with a little explanation of novel words encountered in the text.
Ex. “They
concluded
, or decided, that something
dreadful
, or terrible, must have happened...”Slide6
Explicit vocabulary instruction
Sources: words from read-alouds, core reading programs, reading intervention programs, and content area instruction.
Selecting vocabulary words:
Select a limited number (3-10) of words for explicit instruction from a chapter or section.
Select words that are
unknown, critical to the passage, likely to be encountered in the future, and difficult to obtain (abstract or no known synonym)Goldilocks words: not too easy (store),
not too
difficult (cellular respiration),
just
right (absurd). Slide7
Instructional Routine for vocabulary
Step 1: Introduce the word
“The word is compulsory. What word?” “____”.
Step 2: Introduce the meaning.
Use a student-friendly explanation
Have students locate it in the glossary or textIntroduce using morphographs in the wordsEx. Autobiography: auto=self,
Step 3: Illustrate with examples
Concrete, visual, or verbal
Step 4: Check for student’s understanding.
Ask deep processing questions.
Ex. “Many things become compulsory. Why do you think something would become compulsory?”Slide8
Instructional Routine for vocabulary
Step 4 continued: Check for student’s understanding.
Have students discern between examples and non-examples.
Ex. “Is going to school in 8
th
grade compulsory? How do you know? Is going to college when you are 25 compulsory? Why not?”Have students generate their own examples. Ex. “Make a list of things at this school that are compulsory.”Slide9
Resources
Student-friendly dictionary
www.wordcentral.com
Photos for target
vocab
wordswww.taggalaxy.comVideo resources from Anita L. Archer, Phd.www.explicitinstruction.org