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Enhancing Vocabulary Instruction for Improved Student Comprehension

This resource explores effective vocabulary instruction strategies that improve comprehension in content reading. It addresses the importance of prior knowledge, the role of visual aids, and the necessity for multiple encounters with new words. Key strategies include using word maps, context clues, and teaching root meanings. The document emphasizes the value of careful word selection and models how to engage students in cooperative learning through vocabulary exercises. By employing these methods, educators can help students understand and retain essential vocabulary, crucial for mastering core content.

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Enhancing Vocabulary Instruction for Improved Student Comprehension

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Presentation Transcript

  1. Today’s Learning • Wiki creation • Vocabulary information and strategies • Vocabulary work on Text Set Project • EQs- How can a web based resource for content reading support my teaching? • How can vocabulary instruction improve student comprehension of subject matter?

  2. Vocabulary and Content Reading ‘Vocabulary is the most important influence on reading comprehension.’ Marlene Asselin (2002)

  3. Research says……. • Vocabulary development increases when students have visual images of word meaning and when the words are categorized into groups. • In order to understand spoken or written words a student must know 95% of the words. • It takes a minimum of 15 encounters with a new word for a student to understand and apply the word independently.

  4. suggestions to support vocabulary learning for all students • Choose words for instruction carefully, focusing on words that are critical for understanding core content. • Access students’ prior knowledge through discussion, comparing/contrasting, examples and non-examples. • Multiple exposures are required before a word enters long-term memory.

  5. Supporting vocabulary cont…. Model and teach students word learning strategies that they can use independently. • Teach students to evaluate their understanding of words they read and hear, and to ask questions. • Teach and model dictionary use using ‘think-alouds’ and discussion of how to choose the most appropriate definition. • Teach use of contextual cues to predict word meanings. • Teach students that some common word parts are important to word meanings. • Vocabulary in content subjects is dense in words with Greek or Latin roots, prefixes and suffixes. For example, understanding the meaning of prefixes like pre-, post-, pro-, anti-, bio- can contribute to understanding the large number of words that are built from these prefixes. • Many dictionaries, including the ‘Longman Dictionary of American English’, include lists of prefixes and suffixes and their meanings.

  6. A Few Suggested Classroom Vocabulary Routines • Students write definitions based on dictionaries or other sources/formats in words they understand. • Generate a sentence using the word. • Word maps (a graphic representation that includes ‘What is it?, What is it like?, What are some examples?’) are an alternative or supplement to traditional dictionary definitions.

  7. Vocabulary routines cont….. • Use contextual information to write the appropriate vocabulary word in a blank in a sentence or paragraph. • This exercise can be even more powerful if students create and exchange the test sentences with the blanks, which their partners must fill in. • Students can be asked to write an alternate word or synonym that would preserve the same meaning in each context.

  8. Vocabulary Cont……… • Teacher uses and highlights vocabulary often, and students are required to identify and use vocabulary in reading, writing or class discussion. • Teacher selects one or two words from each vocabulary list to lead the class in creating a word web. • The word is placed in the center and boxes for two or three categories (e.g. synonyms, types, attributes) are placed around it. • Students then join in to contribute and discuss category examples. • Students can then be assigned to work in small groups to create a web with another vocabulary word.

  9. Vocabulary ideas cont…… • Teacher selects one or two words from each vocabulary list to teach about word parts and their meanings. • Example- root ‘port-‘ (transport, import, export, deport) • If students understand that the meaning of the root is ‘to carry’, they can use this information to understand and infer relationships between other words with this root. • Another example- prefixes ‘anti- and pro’ discuss a web or list of related words that include these prefixes and their meanings.

  10. Vocabulary and Concepts • Help students understand language and build background…essential to understanding the topic. • How: Picture Dictionaries and Word Walls • And……………

  11. More web information • http://www.cobbk12.org/cheathamhill/lfs%20update/vocabulary%20and%20word%20walls.htm

  12. ……………. • http://youtu.be/VIOqQeJzWQI

  13. ??????? • How does today’s learning relate to previous learning about content reading instruction? • What did you learn today?

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