Robust Vocabulary Instruction In A Readers Workshop

I gathered student written inventories and held personal interviews and conversations with students and their families in order to help my students grow and mature in their vocabulary usage. This information told me they value who they are and what motivates them so I could design innovative practices and utilize proven methods of vocabulary instruction that promote learning for all my students.

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

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

Some specific things that she has them do are using the spelling words to find the definition in a dictionary, using their spelling words to create a story, giving each other spelling tests and using spelling words that they learn in science or when they are going over the news. The strategy that my host teacher finds most successful with developing vocabulary of English language learners is "providing visuals, a lot of things are labeled many of the materials that week use are labeled and I use a lot of anchor charts so that they can look at what I'm

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

What is it like? What are some examples? This will help the student to create a more personal connection with the words in the text and more than likely they will recall the vocabulary learn in future references. Another idea is by creating a word wall with all of the vocabulary learn. You will add a photograph to the word so they can visualize the word, the definition, and a translation of the word if pessary for the students who might need

I chose to use the article “From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play” by Susan L. Massey for my study group. As a primary school teacher, I try to implement storybooks into every literacy lesson possible. “Quality children’s literature provides exposure to abstract language and abstract concepts not commonly experienced in typical adult-child conversation” (Massey, 2013, p. 125). I chose this article because the variety of strategies and scaffolding techniques introduced. Not only has this article provided me with numerous ways of enhancing student involvement through conversation but, also by expanding student vocabulary and comprehension

Rationale: Having a conversation about the vocabulary word while verbally pairing that word with pictures will help create a concrete definition, which will promote vocabulary learning.

Once lesson objectives were clearly communicated, Mrs. Peterson integrated academic vocabulary using notes from the previous lesson. Journaling is a strategy that is used on a daily basis in Mrs.

As a teacher’s assistant for an afterschool program called Good Grades Academy, I decided to the vocabulary as an extension of the classroom teacher’s comprehension unit. My vocabulary game was based on a lesson involving literary elements for fifth grade students. I worked with a fifth grade student named Bartek who is eleven years old. His strengths lie in his ability to figure out challenging math problems, but he struggles in the areas of reading and comprehension. Bartek decoding skills are on par with his grade level, but his comprehension skills are representative of a third or fourth grade level. He cannot recall important information in the text and his writing responses are unrelated to the text. In addition, Bartek often lacks motivation and has difficulty completing his work. He cannot sit still and disturbs the other students working in the classroom. When asked to complete work related tasks he states that it is too difficult and is inattentive when receiving instruction. I decided to play the vocabulary game with him because it would be a fun and interactive way to help him learn words.

Do you ever find yourself using the same stale words and phrases over and over again? "It was so cool!" "I really liked it." "It was very good." When you read, do you got bogged down, confused, and even bored by all the words you don't know? Do you constantly search words online to figure out what the author is saying or do you just shrug and move on without understanding? Expanding your vocabulary will solve all of these problems. Building yourself a beautiful, vibrant vocabulary is not difficult and has many uses.

“Effective vocabulary instruction is multidimensional and intentional” (Sweeny & Mason, 2011). It is important for teachers to find helpful strategies when teaching new science vocabulary to their students. Technology today has opened a whole new world of strategies for teaching science vocabulary such as, word games, scavenger hunts, graphic organizers, etc. instead of the old way of just having students write the words in a notebook and find the definitions in a dictionary or glossary. In order to keep students engaged in learning teachers need to make sure that their instruction is interactive and fun. To help with learning academic vocabulary teachers need to incorporate the following; helpful strategies and activities, provide students with instruction and development, and ways to differentiate in order to meet the needs of ELLs and students with learning disabilities.

This class observation is from a video of a second grade English class in Atlanta, Georgia. The video is from 2010 and features Ms. Wiggins teaching her students vocabulary words. Ms. Wiggins’s goal was for her students to understand the meaning of the vocabulary words, and to reach that meaning themselves. Rather than giving direct definitions, she guided the class to the correct answers. Although not specified, this video was probably taken during the middle or end of the year. This can be inferred by the automatic responses students had to specific prompts from their teacher, as well as the smooth classroom procedures.

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

In this sub- section, the researcher provides an overview of the importance of teaching and learning vocabulary in the processing of teaching and learning English by Harmer (1991), Wilkins (cited in Thornbury, 2002), and Gu(2003).