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Maximizing Vocabulary Instruction for Effective Communication

Learn the importance of vocabulary in literacy, oral language significance, levels of word knowledge, and strategies for explicit vocabulary instruction. Enhance comprehension and language skills for success in reading and communication.

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Maximizing Vocabulary Instruction for Effective Communication

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  1. VOCABULARY INSTRUCTION Literacy Links 2009-2010

  2. What is vocabulary? • The words we must know in order to communicate effectively.

  3. Oral Language • Strong predictor of future reading success • Linked to understanding the alphabetic principle • Is important to reading comprehension • Children enter school with varying levels of oral language • Meaningful Differences

  4. Vocabulary Instruction • Children learn the meanings of most words indirectly through their everyday experiences with oral and written language • They engage in oral language • They listen to adults read to them • They read extensively on their own

  5. Vocabulary Instruction • Direct instruction helps students learn difficult words that represent complex concepts • Provide specific word instruction • Provide students with word-learning strategies

  6. Levels of Word Knowledge • Words we know well, can explain and understand • Words we know something about, can relate to a situation, but cannot specifically define • Words we have seen or heard, but do not know their meanings • Words we have never heard before

  7. Levels of Word Knowledge • tyranny • purport • sensitive • dubious • solicitously • surreptitious

  8. Levels of Word Knowledge • tyranny—oppressive power • purport-to profess or claim • sensitive– responsive; easily hurt or damaged • dubious-questionable, doubtful • solicitous- caring, attentive, concerned • surreptitious-secret, sneaky, clandestine

  9. Level of Word Knowledge “We think that most often the goal that teachers have is for the students to be able to use the instructed words in understanding a text containing those words and to recall the words well enough to use them in speech and writing.” (Beck et al. 2002)

  10. Selecting Words to Teach • Tier One Words • basic and familiar to most students • Tier Two Words • figh-frequency words used by mature language learners • found across a variety of contexts • Tier Three Words • low-frequency words • limited to specific domains or content areas

  11. Explicit Vocabulary Instruction • Frequent encounters with new vocabulary • Rich, robust instruction • Extending the use of words beyond the classroom

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