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Research-Based Vocabulary Strategies to Use in the Classroom Presented By: Andrea Burnett, Kelly Palmer, and Kesha Peters. Effective Vocabulary Instruction. Research shows… There is a tremendous need for vocabulary instruction at all grade levels by all teachers.
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Research-Based Vocabulary Strategies to Use in the ClassroomPresented By:Andrea Burnett, Kelly Palmer, and Kesha Peters
Effective Vocabulary Instruction Research shows… • There is a tremendous need for vocabulary instruction at all grade levels by all teachers. • If students do not steadily grow their vocabulary knowledge, reading comprehension will be affected. • There is no one best method for vocabulary instruction.
Effective Vocabulary Instruction • Vocabulary should be taught both directly and indirectly • Direct instruction = teaching specific words • Indirect instruction = exposing students to new words and using literature • Vocabulary instruction should be an ongoing process that involves using different approaches and strategies.
Quotes “Vocabulary is the glue that holds stories, ideas and content together…making comprehension accessible for children.” (Rupely, et al., 1998/99). “On average, students should add 2,000 to 3,000 new words a year to their reading vocabularies.” (Beck, et al., 2002).
Listening Previewing Strategy In the listening previewing strategy, the teacher previews the vocabulary words and their definitions prior to reading the selection. Previewing can be done verbally, or the words can be written out on paper or the board, or a combination of both.
Keyword Strategy Mnemonic device Links prior knowledge to new material through visual image Programs information in a way that is easy to retrieve at a later time (The Access Center, 2006)
Keyword Steps Select Keyword Illustrate Keyword Write actual definition Add element to link keyword to actual meaning
Let’s give it a try! Your vocabulary word is… APPRISE
Direct Word Learning Strategy Students read a trade book that has the targeted words in context. Have discussions about the words as they are encountered in the story. Each day, the students would complete a different “project” using the words in context and have peer discussions.
Sources • Cohen, L., & Byrnes, K. (2007, March/April). Engaging children with useful words: vocabulary instruction in a third grade classroom. Reading Horizons Journal, 4(47), 271-293. • Beck, I. L., McKeown, M. G., & Kucan, L. (2002) Bringing words to life: Robust vocabulary instruction. New York: Guilford Press. • Rupley, W.H., Logan, J.W., & Nicols, W.D. (1998/1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52 (4). • Sedita, J. (2005). Effective Vocabulary Instruction. Insights on Learning Disabilities, 33-45. • The Access Center. (2006, December 14). Using mnemonic instruction to facilitateaccess to the general education curriculum. Retrieved from The Access Center website: http://www.k8accesscenter.org/index.php/2006/12/14/using-mnemonic-instruction-to-facilitate-access-to-the-general-education-curriculum/ • Uberti, H. Z., Scruggs, T. E., & Masropieri, M. A. (2003). Keywords make the difference!Mnemonic instruction in inclusive classrooms. Teaching Exceptional Children, 53(3), 56-61. • Hawkins, R. O., Musti-rao, S., Hale, A., McGuire, S., & Hailley, J. (2010). Examining Listening Previewing as a Classwide Strategy to Improve Reading Comprehension and Vocabulary. Psychology in the Schools, 47(9), 903-916.