|
This video describes traditional and nontraditional vocabulary strategies. It describes why traditional is not what really works in our modern education programs. This video also gives examples of students and teachers engaged in vocabulary strategies.
|
Teaching vocabulary as a prereading step should be considered especially for students who lack prior knowledge to read in a content area. Teachers should teach vocabulary both directly and incidentally (Smith, 2015). Vocabulary knowledge can grow from both reading and discussions about certain contexts. However, direct instruction is more effective than incidental learning. (Smith, 2015) While teaching vocabulary, key vocabulary words should be the main focus. Relevant vocabulary will help support their reading development and content-area learning (Breiseth, 2015). Students need explicit instructions in signal or directional words on top of key content vocabulary. Anther way teachers can teach vocabulary is by using a "picture-walk" for vocabulary (Breiseth, 2015). Teachers should also encourage students to actively engage with vocabulary, get time to practice, and incorporate new words into discussions and activities (Breiseth, 2015).
Instructional Techniques for Teaching Vocabulary Techniques such as webbing that involve students' own perspectives in creating interactions that target vocabulary combine both direct and incidental learning together. Teachers can use students' personal experience to develop vocabulary in the classroom (Smith, 2015). By using their prior knowledge, teachers can build off of words they already know and make connections with the new words. Semantic mapping is a strategy that goes a step further (Smith, 2015). Words are grouped into categories and arranged on the visual "map" so students can connect the relationships better. Semantic feature analysis, words are grouped together according to certain features. Usually a chart shows similarities and differences in the features of the words (Smith, 2015).
|
Effective Strategies for Teaching Vocabulary
Pre-Teach Vocabulary Words: Teach unfamiliar words in a text to help make connections before and gain comprehension prior to reading (Charles & Charles, 2015).
Repeated Exposure to Words: More times exposed to a word, the stronger the understanding of it becomes (Charles & Charles, 2015).
Keyword Method: Before reading the unfamiliar words are introduced to students (Charles & Charles, 2015).
Word Maps: Good method for scaffolding. A graphic organizer should be made for each word child is unfamiliar with (Charles & Charles, 2015).
Root Analysis: Ultimate goal for this strategy is for the student to use independently. All words either contain a "core" root or use prefixes or suffixes that hold meaning (Charles & Charles, 2015).
Restructuring Reading Materials: This helps struggling readers improve their vocabularies. Make sure reader is reading what they can read without it being too easy and/or too hard whether that is on the right grade level or not (Charles & Charles, 2015).
Incidental Learning: Based on the way a word is used in a text we are able to determine its meaning (Charles & Charles, 2015).
Context Skills: Strategies readers use for incidental vocabulary learning. Using "clues" in texts to determine meaning of a word/words (Charles & Charles, 2015).
Repeated Exposure to Words: More times exposed to a word, the stronger the understanding of it becomes (Charles & Charles, 2015).
Keyword Method: Before reading the unfamiliar words are introduced to students (Charles & Charles, 2015).
Word Maps: Good method for scaffolding. A graphic organizer should be made for each word child is unfamiliar with (Charles & Charles, 2015).
Root Analysis: Ultimate goal for this strategy is for the student to use independently. All words either contain a "core" root or use prefixes or suffixes that hold meaning (Charles & Charles, 2015).
Restructuring Reading Materials: This helps struggling readers improve their vocabularies. Make sure reader is reading what they can read without it being too easy and/or too hard whether that is on the right grade level or not (Charles & Charles, 2015).
Incidental Learning: Based on the way a word is used in a text we are able to determine its meaning (Charles & Charles, 2015).
Context Skills: Strategies readers use for incidental vocabulary learning. Using "clues" in texts to determine meaning of a word/words (Charles & Charles, 2015).
Writing Standard
CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. By having the students research and conduct an answer to vocabulary words they are practicing vocabulary and writing. |
The video above provides games that could be used in a classroom to build on student's vocabulary. It shows how they could be integrated with lessons and how the difficulty level could be changed based on what the teacher thinks the students need.
|