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Teaching Vocabulary

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by

Lisa LiPuma

on 21 March 2016

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Transcript of Teaching Vocabulary

Instructional Strategies
ENGAGE the students: the more engaged the students are, the better they learn

Use read alouds:modeling fluency, comprehension, and vocabulary application will help students

Track learning: Use data to track students' learning and provide instruction on those specific areas

Teach vocabulary explicitly and implicitly as needed

Provide a word-rich environment with rich literature
Instructional Strategies: Conversation
Introducing vocabulary through conversation before reading can provide helpful context.

Having conversations before reading can provide extra background and "seed ideas," especially some of the vocabulary words students may encounter when reading.

Discussion while reading and after reading can help students process and better understand specific vocabulary. This can also help them to apply it.


Teaching Vocabulary
Lisa LiPuma & Lisa St. James
Intstructional Strategies: Tier 2 & 3
Explicitly teach tier 2 and 3 vocabulary

It's important to learn and utilize all tier vocabulary

The more students apply vocabulary, the easier it will be for them to remember and use.
I have, who has?
Games/Activities
-Word expert cards

-Word of the day

-What am I?

-I have, who has?

-Vocabulary cubes

-What's my word?

-Word Web
Anchor Charts
Sources
Academic Conversations by Jeff Zwiers & Marie Crawford

What Reading Teachers Say About Vocabulary Instruction: Voices from the Classroom by Jennifer I. Berne & Camille L.Z. Blachowicz


Making Words Stick by Connie Juel & Rebecca Deffes

"Bumping Into Spicy, Tasty Words that Catch Your Tongue": A Formative Experiment on Vocabulary Instruction by James F. Baumann, Donna Ware, & Elizabeth CCarr Edwards

Read Alouds and Vocabulary: A New Way of Teaching by Peg Schippert

Word Identification Strategies by Barbara J. Fox
Upper Elementary
When a teacher helps readers use multiletter groups to read new words, it is called structural analysis.

In analyzing the structure of long words, students pay attention to the following multiletter groups:

1. Prefixes (un in unpleasant)
2. Suffixes (able in drinkable)
3. Base Words (also called morphemes)
4. Greek and Latin Root Word Parts
5. Compound Words (cow+boy=cowboy)
6. Contractions (isn't, we're)
7. Syllables (basic units of pronunciation)
Best Practices
Habits of Discussion:

-Agree/Disagree

-Add (Build) on

-Turn & Talks
Full transcript