Ell Storybook Intervention

1. This document teaches students how to read the word by introducing lots of vocabulary and

In addition to the vocabulary in their readings, students have been expected to learn twenty-five new vocabulary words per week. The focus is not on rote memorization of definitions; students must know synonyms, antonyms, and especially how to use vocabulary words in the context of the entire sentence. They study how to choose the right word for their purpose (diction) and analyze the subtleties of language.

The teacher would first select an age appropriate storybook, such as “Cloudy with a Chance of Meatballs”. This book is complete with detailed pictures to capture the classrooms attention, provide visual aid and has a number of vocabulary words that can be elaborated on.. The teacher would then select a group of target words to focus on, using elaboration on these selected words to enhance the understanding of a given target word. For example, In the book “Cloudy with a Chance of Meatballs” target words could include ‘prepared’, ‘damaged’ and ‘emptied’. The story would be read to the class and the target words would be elaborated on. An example of this would be, when the teacher arrived at the word ‘prepared’, he/she could say, “Prepared, this is when you gather important things together so that you have them when you need

In chapter eight of their book, Content Area Reading: Literacy and Learning Across the Curriculum, Vacca et al. (2014, pp. 238-279) discuss “developing vocabulary and concepts” in the class room. The authors present numerous strategies throughout this chapter and real world examples of them in action in a classroom. This chapter contains a plethora of information that is invaluable to the classroom teacher who is preparing students to understand the challenging vocabulary words they will be reading over or tested on. While reading this chapter, I came across many concepts and terms that were familiar to me and a few that were new or surprising.

Grace moved to Boise, ID, from Korea, less than a year ago. While I have seen her grow over the past couple of months in her reading and spelling, I feel Grace would benefit from increasing her academic vocabulary knowledge. An example of this is when I read a book about raking leaves and did not realize that this was not basic vocabulary knowledge for her. She struggled with reading the story and with comprehension, simply because of her lack of vocabulary understanding. While I realize I need to teach Grace vocabulary, I have struggled with figuring out the best way to do this. I want to teach vocabulary in a way that will be relevant and engaging for Grace. I decided to do some research on the topic of teaching vocabulary to students.

This study had more than one purpose. The first purpose was to observe the outcomes of robust vocabulary instruction on children who were determined to have below average vocabulary skills. The children’s level of vocabulary was determined by a standardized test of vocabulary. The second purpose was to observe how African American children retain novel vocabulary words and what type of book influences that.

           Also, children in poverty have less words in their vocabulary than students in higher socioeconomic statuses. The lack of vocabulary is because they hear less words up to the age of four than students of higher socioeconomic status. With their limited vocabulary, they might feel uncomfortable when it comes to reading out loud or participating in class discussions. So, teachers should focus on helping the students build their vocabulary without making it too hard for them. One way to do this is by teaching the class a new word every day and throughout the day connect the word into other lessons so the student has more experience with the word.

I agree that learning vocabulary through extensive reading is best. Extensive reading leaves students to discover words on their own. Extensive reading also encourages motivation because students will be left with words they are familiar with. From there, they will be curious of their meanings. When students come across an unfamiliar word, they go to great lengths to discover its meaning; students looked them up in the dictionary, look for contextual clues, and pay attention to the prefixes and suffixes. The tricky thing about extensive reading is that not all students will be inclined to simply read extensively. However, the majority of children can benefit therefore, it should be the ideal method of teaching vocabulary and exceptions can be addressed. Teachers should promote extensive reading because it can lead to more vocabulary growth than other programs that involve explicit instruction. (Krashen, 1989). Extensive reading is also best because it allows teachers to be flexible with the material and lesson plans. It can be done in or out of the classroom for homework. Many teachers have

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

Vocabulary is a crucial part of language that it is unattainable for a language system to achieve without them. Language structure is considered “the skeleton of the language,” it agreed that vocabulary is “the vital organs and flesh” (Harmer, 1991). So learning a language is to learn its vocabulary first. The acquisition of vocabulary is the central task for second language acquisition, and the language learners’ vocabulary competence takes a prestigious effect on the development and improvement of their ability to listen, speak, read and write (Lewis, 1993). In Vietnam, English education is intensely concentrated to all over the country and English has become a compulsory subject at all colleges and universities. However, we are often faced with such a situation: the students, after having learnt English for so many years, can memorize a large

Whereas according to Richards and Renandya (2002) (as cited in Rohmatillah, 2014), vocabulary is a core component of language proficiency and

Vocabulary plays an important role in learning English. Without vocabulary, the students cannot understand what they are going to read, speak even write. David Wilkins in Thornburry (2002) stated that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed . You can say very little grammar, but you can say almost anything with words”. From that statement, it is clear that vocabulary has an important role in language. If the students have a lot of vocabulary, they will be easy to learn English as well as in everyday

Acquisition of language is often a very difficult task that requires time and commitment. To learn language one needs to focus and various aspects of language that include reading, writing, listening, speaking, and pronunciation. Perhaps one of the most difficult and time consuming tasks that exist in language learning is lexical acquisition. To accurately express oneself, a large lexical inventory is required. Vocabulary learning is accomplished by many different methods; memorization and multiple exposures are required and, in addition, one needs to learn a word’s collocations and syntactic constraints. There has been much research done that focuses on methods of teaching vocabulary and extensive reading is one such method.

Abstract: Nowadays, it is strongly irrefutable that vocabulary skills founds the stepping-stone to language learning and should be at the epicenter of language teaching, in re to the fact that much cannot be conveyed without grammar; nothing can be imparted without vocabulary. Understanding the key notions of how vocabulary is acquired can help language teachers be able to dispense more realistic and effective vocabulary teaching. With this thought in mind, it is crucial to acquaint students with vocabulary learning strategies (VLS) so that they can do this more effectively. With the expansion of research on vocabulary learning strategy instruction, the question to be addressed is whether training on strategies will culminate in improvement in language learners or not. Hence, based on the significance ascribed to teaching vocabulary learning strategies in the process of language learning, the present paper endeavors to cull evidences and scour the effectiveness of teaching vocabulary learning strategies.