Vocabulary

Research shows that vocabulary is a key component to students' comprehension of texts. The University of Oregon's Center for Teaching and Learning (Big Ideas in Beginning Reading) has identified five critical features of vocabulary instruction.

1. Multiple methods of instruction are used, including direct and indirect teaching of new words. 2. Pre-instruction of crucial content specific words is provided. 3. Repetition is provided including using the word in various contexts, and reading it in varied texts. 4. Assessment matches instruction. 5. Computer technology is used to facilitate deeper learning.

REMEMBER, our aim is for students to understand and BE ABLE TO USE words, not just memorize definitions.

Below you will find specific teaching methods, and intervention ideas for students who need support in vocabulary development.

Vocabulary || **If….** || **Then…** || **Why?** Often vocabulary is learned in less direct ways, such as through reading texts, but when the words are too important to leave to chance, you will want to provide direct instruction. **How?** 1. Select words a. Important for text comprehension b. Functionally important (will encounter often) 2. Use content and definition to teach the meaning of the word. 3. Have students think deeply about the meaning: a. Synonyms/antonyms (Which word goes with //fabulous// – ok, or super?) b. Make up novel sentences (Maria thought her car was //fabulous// because…) c. Classify the word with other words (Is a **masterpiece** //fabulous?// Why?) d. Relate the word to one’s own experiences (Tell of an event where you had a //fabulous// time. 4. Give multiple exposures to the word through various texts, in conversation, and in practice work (use the ideas above). **Differentiation:** Research shows that it can take 15-19 encounters with a word for a person to understand the meaning, but this number jumps greatly for ELs, and even higher for those with learning disabilities (maybe 200x or MORE!) Consider having students practice the week’s words every day for 15 minutes or so. Create worksheets with the practice ideas from Step 3 above (or others). **Citation:** University of Oregon Big Ideas in Beginning Reading ||
 * **Topic:**
 * ^  || students need support in learning new words, || provide direct instruction.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">What? **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> Direct instruction allows you to give students the definition of the words you want them to know and includes practice so they begin to understand the words in deeper ways.

Below are suggested reinforcement activities to provide extra practice as needed (intensify through increased number of practice days, and/or working directly with student(s).)
 * **Topic:**
 * Vocabulary** (supports phonics) || **IF…**  ||  **THEN…**  ||
 * ^  || Students need support in learning new words, || actively use a Word Wall.
 * What?** Word walls are charts of words, posted around a classroom and used to study word patterns and word relationships.
 * Why?** Word walls can be created for any topic or skill being studied in class and gives students immediate and constant contact with the words they are practicing and getting to know.
 * How?**
 * 1) A topic is decided on by the teacher or students (content area words, rhyming words, commonly misspelled words, phonic analysis skills, word relationships, etc)
 * 2) Words are written on chart paper, sticky notes, poster board, sentence strips, or a special whiteboard. The words must be easily seen by the students in the class.
 * 3) The students or teacher may add words to the wall each day.
 * 4) As words are added to the word wall, it is important that the teacher direct students' attention to the words, say the words, talk about the meaning of the words, and have the students use the words.
 * Differentiation:**
 * C**reate your word wall in accordance to what your students need. You can have a variety of charts for guided reading groups, EL groups, or other groupings.
 * 1) **Alphabetizing**
 * 2) **Categorizing words -** begin by providing categories for the students and having them sort. When they become familiar with the process, have them make their own categories.
 * 3) **Riddles -** Use the words to answer riddles.
 * 4) **Cloze activities -** create modified cloze activities with the word wall words.
 * 5) **Rhyming words -** collect words that rhyme with word wall words.
 * 6) **Sentence construction -** dictate sentences using words on the word wall. Students listen to a sentence. Repeat or reread the sentence. Then students write the sentence.
 * 7) **Word sorts -** provide 10-20 words from the word wall. These should be written on index cards or sticky notes for students. Direct students to sort the words into different categories according to their characteristics.
 * Citation:** Crawley, S. and Merritt, K. (2009). //Remediating Reading Difficulties,// 5th ed. Boston. McGraw-Hill. Pp. 63-65 ||
 * Citation:** Crawley, S. and Merritt, K. (2009). //Remediating Reading Difficulties,// 5th ed. Boston. McGraw-Hill. Pp. 63-65 ||