Vocabulary

Vocabulary (NRP)
Themes or general categories of effective
vocabulary instruction
direct and indirect instruction
multiple exposures to the words
learning opportunities in different contexts
tasks restructured for better comprehension when
necessary
active engagement of the students
computer programs can be used as an alternative to
teacher instruction in vocabulary lessons
vocabulary is also learned through incidental
learning
The NRP concluded that using only one method of
instruction in vocabulary is not as effective as a
combination approach.


Vocabulary Instruction
Vocabulary refers to the words we must know to effectively
communicate

Types of vocabulary:
Listening- words needed to understand what we hear
Speaking- words used when speaking
Reading- words needed to understand what we read
Writing- words used in writing
Vocabulary
Did you knowChildren learn, on average, 3,000 new words a
year with approximately 45,000 words known by the end of
12
th
grade? (Nagy & Anderson, 1984)

Three strategies for improving vocabulary:
1. Improve students overall reading skills
2. Read aloud to them
3. Direct instruction of vocabulary using a variety of
strategies i.e. mapping, semantic feature analysis, variety of
activities with small group of words


Vocabulary Instruction
Research says
Most vocabulary is learned indirectly, but some must be
directly taught.

Indirect Learning Direct Learning
Conversations
Being read to
Reading independently
Explicitly taught words and
word-learning strategies
Direct Vocabulary Instruction
Specific Word Instruction
Example:
Before beginning a book/story, the teacher may:
Choose a word or words and discuss the concept
Read the sentence from the story that contains the word and have
students try to determine the meaning from context
Ask students to use the words in their own original sentences
Use graphic organizers to look at the various aspects of a word

Direct Vocabulary Instruction
Word learning Strategies

Teachers may teach students:

How to use dictionaries, glossaries, or thesauruses

Meanings of common prefixes, suffixes, base words,
and root words

How to locate context clues (definitions, descriptions,
examples, synonyms etc.)

Framework for Text Talk to teach
vocabulary

1. Contextualize the word within the text just read

2. Provide definitional information through a friendly explanation

3. Provide an example beyond the text context so students can
immediately begin to decontextualize the word

4. Present a way for students to interact with the word to initiate
building connections to their own experiences
(Beck & McKeown, 2006)
How Do I Choose Words?

Instruction should Focus on three types of words:

Important: necessary for understanding concept or
the text
Useful: words that students will encounter over
and over
Difficult: words with multiple meanings, idioms,
etc.
Decontextualize Vocabulary:
Questions, Reasons, And Examples
If you are traveling down the road and pass a state patrol
officer you need to do drive cautiously. Why? What are
some other things that need to be done cautiously?

What is something you can do to impress your teacher ?
Why? What is something that you might do to impress your
best friend?

Which of these things might be extraordinary? Why or
why not?
All children coming to school reading?
Students turning in their homework every day?
Interventions
Vocabulary Activities

Words in Context
Word Meaning
Word Knowledge
Word Structure