The Vocabulary-Rich Classroom

Presented by: Ashley Davidson Section: C Date: 2/11/2016

What's Important?

  • 3 tier model: (1) already known, no instruction needed. (2) key words needed for comprehension and are frequently used. Should be the focus of vocabulary lessons. (3) content-specific words
  • 4 components of vocabulary instruction: (1) wide reading (2) instruction of individual words (3) word learning strategies (4) word consciousness
  • Students need to see and hear the word multiple times in different contexts
  • Planning which words to use when
  • Casual substitution of already used words with new ones
  • When deciding how to introduce words think about how much you know about your students knowledge and how difficult the words are.
  • The more vocabulary students learn the more you should introduce
  • The continued use of words students understand harms their learning

What I think

I think this article is very informative and one on a topic that I had not truly considered before. It makes me think about how teaching vocabulary is more than just spelling lists or teaching the words in bold that are in textbooks. It also shows that you do not have to take extra time out of the day to learn new words although sometimes you should.

I think some teachers may teach vocabulary the same way they were taught new words, strictly through reading new words in books, writing definitions of words until they knew them, or sadly not at all. For those teachers I think they should find ways to incorporate new words that will scaffold student learning.

Consider...

1.) How do you plan to teach vocabulary in your own classroom?
2.) Are these ideas similar to what we learned in Literacy K-2? What are some of the similar ideas mentioned?
3.) What are some words that you see/hear used in a classroom everyday and what could you replace them with to help build your student's vocabulary?

15 Vocabulary Strategies

This link provides 15 strategies you can use for vocabulary instruction in your classroom. The strategies come with a description and a file of any materials (i.e. rubrics, worksheets, documents) you may need. I especially like strategy 9 Interview a word. In this strategy students pretend to become the word and the rest of the class has to guess the word based on the answers to interview questions.
Whole Brain Teaching Vocabulary 3rd Grade

Whole Brain Teaching Vocabulary 3rd Grade

This video shows some explicit vocabulary instruction. This is to say the she is specifically giving them the word and the definition for each word. I think she should be changing it up for each word at least as opposed to using the same exact process for each word as it could get boring for students and they may just begin to go through the motions without really paying attention because they will know what is coming next.

Sources