Robust Vocabulary Instruction

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RobustVocabularyInstruction

• Susan Styons
• Tricia Smith
• NC Reading First
• DPI

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Four Types of Vocabulary
Speaking
Listening
Writing
Reading
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North Carolina Standard Course of Study

• KINDERGARTEN Competency Goal 4
• The learner will apply strategies and skills to
  creae oral, written. and visual texts
• 4.01 Use new vocabulary in own speech and
  writing
• 4.02 Use words that name and words that tell
  action in a variety of simple texts.
• 4.03 Use words that describe color, size, and
  location in a variety of texts e.g., oral
  retelling, written stories, lists, journal
  entries of personal experiences.
• 4.04 Maintain conversation and discussions
• Attending to oral presentations.
• Taking turns expressing ideas and asking
  questions.
• 4.05 Use a variety of sentence patterns such as
  interrogative requests (Can you go with me?) and
  sentence fragments that convey emotion (Me, too!)

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North Carolina Standard Course of Study

• First Grade Competency Goal 3
• The learner will make connection through the use
  of oral language, written language and media
  technology.
• 3.02 Recognize and relate similar vocabulary use
  and concepts across experiences with texts.
• 3.03 Discuss unfamiliar oral and/or written
  vocabulary after listening to or reading texts.

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What We Know From Research

• Students develop vocabulary through

Wide Reading Reading a lot Reading different
types of texts (genre)
Explicit Vocabulary Instruction Focusing on
specific words and their meanings
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Planning Vocabulary Instruction

• Before reading, select specific words to teach
• Preview the passage
• List words that you predict will be challenging
  for your students
• Prioritize these words by their importance

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Explicit Vocabulary Instruction Includes

• Expanding word knowledge through definitions and
  contexts
• Actively involving students
• Teaching independent word-learning strategies

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Expanding Word Knowledge

• Vocabulary Words

Definitions (what words mean)
Contexts (how words are used)
Create sentences or stories using new vocabulary
Reword definitions
Synonyms
Examples
Discuss Multiple Meanings
Antonyms
Non-examples
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Actively Involving Students
Help Students Make Connections
Semantic Mapping
Concept-of-Definition (Word) Maps

• Graphic Organizers

Content Word Walls
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Content Word Walls

• Serve as a review of key concepts and spellings
  of content-related words
• Encourage students to use the newly-learned words
  in their reading, writing, and speaking across
  content areas

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Activity

• Find the Content Word Wall Planner
• Work in groups of two or three
• Complete one of the word walls
• Decide on a content area
• Choose a topic and create a word list
• Include two vocabulary-building activities

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Engage in Lively Discussions

• Discussions of words and related concepts help
  students
• Learn word meanings
• Make connections between concepts and words

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Word Consciousness

• An awareness of and interest in words and their
  meanings.
• Helps students develop a deeper understanding of
  words
• Promotes an understanding of how words and
  concepts are related across different contexts