Vocabulary Instruction Janice Slawek Joanna DeFilippis

Vocabulary: Questions from the Classroom by Blachowicz, Fisher,& Ogle Provides a detailed description about the history and importance of effective vocabulary research and instruction Concludes that although vocabulary instruction has been overshadowed by instruction in word recognition and comprehension, it is an area that should be made priority in the Language Arts classroom

Assessment for Reading Instruction McKenna & Stahl Chapter 5 Word Recognition and Spelling Describes the development of the word recognition ability as one of the “most important tasks” of teachers Provides an overview of assessments and instruction for word recognition and spelling by organizing this complex area into three components: sight words, structural analysis, and phonics

Terrific Teaching Tips by Owles, Herman, & Goethals Emphasizes that vocabulary development is a key factor in reading comprehension and academic achievement in students Discusses resources, programs, techniques, and strategies that promote vocabulary instruction and integrate the Common Core State Standards

What Does Research Say? Wasik and Iannone-Campbell (2013) concur that “Vocabulary development is one of the most important skills that young children need to acquire to be successful in learning to read and in school.” Beck, McKeown, and Kucan (2002) stress that “Vocabulary instruction is rich when students actively are involved in using and thinking about word meanings and creating lots of associations among words.”

More Research: Polloway, Miller, and Smith (2012) state “The goal of sight vocabulary building is automatic recognition or automaticity to maintain the flow of reading.” Zhihui Fang (2012) reviewed four different approaches to content area literacies that should work together to help students recognize the choices they have when learning vocabulary: cognitive, linguistic, sociocultural, and critical

Common Core State Standards: Emphasize vocabulary development as an important factor in reading comprehension and academic achievement Emphasize vocabulary acquisition from complex tasks Collaborative discussions involving speaking and listening are integral and must include feedback

Vocabulary Instruction Expectations: Students are to practice recognizing words and thinking about their meanings Older students are to utilize self-assessment tools and teachers need to provide differentiated instruction to support this Teacher should help students learn words to aid in their fluency in reading

Expectations: Teachers should choose core vocabulary terms and provide guided and direct instruction in learning them Goal is for all students to read and comprehend more informational texts at a younger age Struggling readers and ELL students will need further support

Suggested Strategies for Instruction: Fernald Approach- “a multi-sensory method that uses the visual, auditory, kinesthetic, and tactic modalities to teach reading.” Tic-Tac-Toe Game Learning Popcorn Words Vocabulary Self Assessment Word Hunt Picture Book

More Strategies: Personal Glossary Learning Targets Guided Note-Taking Cooperative Learning “I Can” Statements Concept Foldable

Reflection Question : In the Blaschowicz article it states that “One of the longest and most articulated lines of research in literacy development describes the strong connection between readers’ vocabulary knowledge and their ability to understand what is being read.” What are some strategies/activities that can be used in the classroom to ensure that ELL students receive effective vocabulary instruction?

Reflection Question 2: The Blaschowitz article states that “Historically vocabulary instruction has been overshadowed by instruction in word recognition and comprehension.” Turn to your partner and compare and contrast word recognition instruction and vocabulary instruction. Is there a difference between the two?

Reflection Question 3: As teachers we provide direct instruction in vocabulary development daily, especially with the establishment of the Common Core State Standards. How can you as an educator encourage your students to learn words indirectly?