Marzano's Six-Step Process

If time, ask students to come up with their own sentences using some of these vocabulary words.

What strategies do I currently use in my classroom that are effective for vocabulary instruction?

A teacher’s ability to get their subject across to their students is something that is acquired over time, and in order for them to learn how effective their teaching method is they have to be evaluated. A teacher’s strategy to get the student to learn and should be enthusiastic about the subject they are teaching. This enthusiasm then leads into their ability to motivate students to learn, which is how a student gains something from the class. A teacher should also be responsible, meaning that they are doing exactly what they should be when in a class room or when they are around their students.

Building vocabulary is an important task in the early grades. There has long been debate on how one should go about teaching vocabulary such as, it is better to teach a limited number of words fully and more intense or expose children to many words to enhance “incidental learning”. Research has proven that incorporating both into instruction is most effective. Read-aloud and teachers increase use of vocabulary have also been proven to help vocabulary and word knowledge. There are three tiers of words that children are presented in their life. Tier one words are those that they are most familiar with such as park, tier 2 are the increasingly hard words such as fortunate and finally the tier 3 words are words that students have rarely been exposed

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.

This gives students the words they need to know in order to communicate in a proper way. The two different types of vocabulary are oral and reading; oral is words that are used while speaking or notice when listening and reading is the words that are noticed in text. This concept is important because when children start to speak, they eventually start to understand and notice words in text. Also, it is important for them to understand the meaning of the words in order to understand the text the are reading. This is why the teacher in my class has the children become familiar with the books and reading them by going over the words and their meanings, so they can understand the story in general and they’d be able to sequence things more

A recent article written by Jana and Robert Marzano discusses key aspects of effective classroom management. Their collaborative research in psychology and education contributes to a deeper meaning of good student-teacher relationships. Their opinion on teaching methods gives all educators, instruction to learn from. The research presented in this article is certain to help establish successful classrooms.

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.

After the students in the afterschool program finish assigned work they are allotted time for fun activities, so I used this opportunity to implement the vocabulary game. The purpose of my game was to clarify literary elements that Bartek was working on understanding. As stated in the Core manual “Knowing about story structure provides a framework that helps students to

Many are aware that language and vocabulary is very important to English Language Learners (ELLs), but something many are unaware of is the importance of vocabulary as an effective method of teaching ELL student’s mathematics. Success in today’s word for ELL students means understanding our society so that they can fit in. It is best said by Roberts (2009), “Mathematics tends to be a gatekeeper and a sieve for sorting students for future success, life experiences, and incorporation into society”.

The National Reading Panel of the national Institute of Child Health and Human Development (NICHD, 2000) identified vocabulary instruction as an integral skill that the learners need to improve. In fact, there is strong evidence to support providing vocabulary instruction not only to improve learners reading comprehension and writing quality, but also their listening vocabulary and their speaking vocabulary (Joshi, 2006; Kame’enui & Baumann, 2012). Vocabulary knowledge, including both oral and written vocabulary, is critically important for a child’s success in school (Kamil, 2008).

Students should have both spelling and vocabulary words. Spelling tests are a great way to assess students. Teacher can encourage students to use spelling strategies when spelling unfamiliar words. Teachers should add 10-15 new vocabulary words a week. Students can use dictionaries and word studies to develop a deeper understanding of new words. Student study homophones, homonyms, and homographs in this stage. The teacher should also use sophisticated language during interactions.

The students were given 10 vocabulary words each week to learn. Along with the vocabulary words they were given an app on the iPad 2 that read stories and then asked reading comprehension questions. The students did this over the course of the 2nd semester, then the researchers compared the grades from the first semester. They found significant increases in the reading comprehension, but little to no increase in the vocabulary spelling. A few students had some gains in the vocabulary, but as a classroom

Use of visual materials. The classroom is full of billboards, flash cards, big images, cardboards which from what I observed are suitable to teach vocabulary. They enjoy visual activities such as pointing things in a cardboard, etc.

One of the aims of this paper is to see if the selected news article Back to school (see Appendix A) is suitable for the students who are proficient at the most frequent 2000 words but not at those words beyond the k-2 level. A second aim involves relevant vocabulary-based modifications. To achieve the purposes, this paper will examine three aspects which are vocabulary comprehension, learning vocabulary through reading or hearing the text, and possible text-based modifications.