Vocabulary Instruction
Broadly defined, vocabulary is knowledge of words and word meanings. In K-3 classrooms, vocabulary instruction usually refers to both oral and print language and both productive (speaking and writing) and receptive (hearing and seeing) forms. Vocabulary is closely linked to skills in comprehension and phonological awareness.
No single method is sufficient for vocabulary instruction. Rather, effective instruction uses a variety of methods to help students acquire new words and increase the depth of their word knowledge over time. Repetition, rich contexts, and active engagement with words are among the important characteristics of good vocabulary instruction. Additionally, although a great deal of vocabulary is learned indirectly, vocabulary should also be taught directly.
A. Synonyms
B. Semantic Maps for Multiple Meaning Words
C. Identifying and Using Context Clues
D. Using Word-part Clues/Morphology
E. Develop Word Consciousness and Active Engagement
Web sites offering Vocabulary Instruction Strategies / Topics / Lesson Plans:
- National Reading Panel http://www.nationalreadingpanel.org/
- Lehr, F., Osborn, J., & Hiebert, E.H. A Focus on Vocabulary. Pacific Resources for Education and Learning. http://www.prel.org/programs/rel/vocabularyforum.asp
- Beck, I., McKeown, M., Kucan, L. Bringing Words to Life. (2002). Guilford Press. http://www.elearnaid.com/brwotolirovo.html
- Armbruster, B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read. Center for the Improvement of Early Reading Achievement. National Institute for Literacy.