Independent Study-
Vocabulary Instruction
Vocabulary may be one of the most important elements in reading comprehension and learning. In order to comprehend text successfully, readers must be able to activate vocabulary knowledge in relation to the language of the text (Vacca 2008). If students are not familiar with most words they meet in print, they will undoubtly have trouble understanding what they read (Vacca 2008). Providing students with direct instruction in vocabulary has been found to influence comprehension of text more than any other factor (Vacca 2008). There are many strategies and guidelines teachers may use for vocabulary instruction.
Three types of vocabulary words are present. The first, general vocabulary, consists of everyday words with widely acknowledged meanings in common usage (Vacca 2008). Special vocabulary is the second type and is made up of words from everyday life. This vocabulary takes on specialized meaning when adapted to a particular content area. Technical vocabulary, the third type, consists of words that have usage and application only in a particular subject matter field (Vacca 2008). Every academic subject creates a unique vocabulary to be used which is why it is absolutely necessary key words be taught directly and taught well.
Vocabulary words may also be categorized into three levels. Level 1 consisters of basic words that may be used frequently. Level 1 words are generally always understood. Level 2 words are also used often but are more advanced words and instruction is usually necessary for level 2 words to be understood and defined. Level 3 vocabulary words are not used often but are content specific and need to be understood in order to understand the subject area. Direct instruction always needs to occur with level 3 words.
Specific to content area vocabulary words, there are four levels. Level 1 contains words that students must understand before they can begin to read a text and construct meaning from a text or passage (Vacca 2008). Level 2 contains words that students must understand at a basic level to gain a general understanding of a text (Vacca 2008). Words that can be clarified after students have read a text are Level 3 words. They are often words a student uses in other contexts. Level 4 words are words that students already understand. They are words that appear in the text but do not pertain to the teacher's instructional objectives and are not critical to understanding the text (Vacca 2008).
There are three strategies that may be used to attempt to define vocabulary: context clues, word structure, and use of the dictionary. Using context clues is one of the most useful strategies at the command of proficient readers. Using context involves using information surrounding a difficult word to help define it. There are three kinds of information in particular that are useful to struggling readers: typographic, syntatic, and semantic clues (2008). Typogaphic clues provide a clear connection and reference to the unknown word. Typographic clues are often written in bold, italics, are underlined, footnoted and made obvious as to where and what the definition is. Syntactic and semantic clues are much more subtle than typographic clues (Vacca 2008). The grammatical relationships among words in a sentence or the structural arrangement among sentences in a passage often helps clarify the meaning of a particluar word (Vacca 2008).
Word structure is another strategy to help students define and recognize unknown words. Analyzing a word's structure is a second vocabulary building strategy that students can use to predict meaning (Vacca 2008). Readers can take an unknown word and gain meaning from it by approaching the whole word and identifying the parts of the word. They may look for prefixes or a suffix to help gain meaning of the word. There may also be compound words that they can dissect to learn the meaning.
Using a dictionary is a strategic way to use a resource to gain knowledge of vocabulary. A dictionary, however, should be used when context and word structure has revealed little about the word's meaning. A teacher should never immediately tell a student to look up a word in the dictionary when they question a words meaning. Esentially, the use of a dictionary should be a last resort to define a word.
There are also several activities explained below that teachers may include in their instruction to enhance vocabulary knowledge and understanding.
Brainstorming
Brainstorming is a procedure that quickly allows students to generate what they know about a key concept (Vacca 2008). The teacher should generate a concept or vocabulary term while the stuents work to generate a list of words related to the concept in a defined amount of time.
List-Group-Label
After the brainstorming activity is over and lists of words have been generated by the students, the teacher should have the class form learning teams to group the words into logical arrangements. Each arrangement should then be labeled. Students may then make predictions about the content that will be studied after the listing, grouping, and labeling is completed.
Word Sorts
Word sorts require students to classify words into categories based on their prior knowledge. Students do not generate a list, but instead, the teacher identifies keywords from the unit of study and asks the students to sort them into logial arrangements (Vacca 2008). There are also two types of word sorts- open and closed. In open sorts, no category is given on how to sort the terms. In closed sorts, students know which categories are being used to sort items into.
Knowledge Ratings
Knowledge ratings get readers to analyze what they know about a topic and anazyle individual words. A teacher presents a student with a list of words that the student then anazyzes each individual word. There may be follow up questions to determine which words were the hardest, which words are the most known/unknown, etc. Students should be encouraged to share their knowledge of the selected words. Teachers can use this information to assess the knowledge of the class for a particular text or larger study.
Vocabulary Self-Collection Strategy (VSS)
Vocabulary self-collection promotes long term acquisition of language in academia (Vacca 2008). Students learn how to make decisions related to the importance of concepts and how to use context to determine what words mean after reapeated use of VSS. The VSS been found to be effective for teaching word meaning in context to students across ability levels and for helping students built independence as word learners (Vacca 2008). There are several steps when using VSS:
1. Divide the class into teams and together in their teams, the students should decide which word to emphasize in the selected text.
2. Present the word that each team has selected to the entire class. While presenting, the group must acknowledge where the word is found in the text, what the team thinks the word means, and why did the team think the word was important and should be learned?
Students should record all the nominated words and their meanings into a separate vocabulary notebook. They can then use the notebook for reviews and as a study source.
Concept of Definition (CD) Word Map
CD word maps provide a framework for organizing conceptual information in the process of defining a word. Conceptual information can be organized in terms of three types of relationshops- 1. the general class or category in which the concept belongs 2. the attributes or properties of the concept and those that distinguish it from other members of the category 3. examples or illustrations of the concept (Vacca 2008). CD word map instruction supports vocabulary and concept learning by helping students internalize a strategy for defining and clarifying the meaning of unknown words (Vacca 2008). In the center of the map, students should write the topic being studied and working outward should write the word that best describes the general class or superordinate concept that includes the target concept (Vacca 2008). They should answer what it is in the general class and then provide three examples of the concept as well as responding with some examples and properties.
Categorization
Categorizing words requires students to determine relationships among techinical terms. It may appear much like a word sort where a student is given a list of terms and asked to remove the phrase that doesn't belong or given a list of words and asked to circle the word that includes all the other terms listed.
Concept Circles
The concept circle is a versatile activity that can be used for a wide range of grade levels. A concept circle may simply involve putting words or phrases in the sections of a circle and asking students to describe or name the concept relationship among the sections. You may as a teacher also leave one or two sections of the circle blank and direct students to fill in the empty section with a word or two that relates to the other terms in the sections.
Additionally, OPIN and Word Exploration in the tabs to the left are more activities to incorpate vocabulary knowledge in your classroom.
It's clear that the deliberate teaching of vocabulary and the student's understanding of vocabulary is key in education. These are several strategies and applications that may be used to ensure students are understanding and learning vocabulary.
-Amanda Byerly
Three types of vocabulary words are present. The first, general vocabulary, consists of everyday words with widely acknowledged meanings in common usage (Vacca 2008). Special vocabulary is the second type and is made up of words from everyday life. This vocabulary takes on specialized meaning when adapted to a particular content area. Technical vocabulary, the third type, consists of words that have usage and application only in a particular subject matter field (Vacca 2008). Every academic subject creates a unique vocabulary to be used which is why it is absolutely necessary key words be taught directly and taught well.
Vocabulary words may also be categorized into three levels. Level 1 consisters of basic words that may be used frequently. Level 1 words are generally always understood. Level 2 words are also used often but are more advanced words and instruction is usually necessary for level 2 words to be understood and defined. Level 3 vocabulary words are not used often but are content specific and need to be understood in order to understand the subject area. Direct instruction always needs to occur with level 3 words.
Specific to content area vocabulary words, there are four levels. Level 1 contains words that students must understand before they can begin to read a text and construct meaning from a text or passage (Vacca 2008). Level 2 contains words that students must understand at a basic level to gain a general understanding of a text (Vacca 2008). Words that can be clarified after students have read a text are Level 3 words. They are often words a student uses in other contexts. Level 4 words are words that students already understand. They are words that appear in the text but do not pertain to the teacher's instructional objectives and are not critical to understanding the text (Vacca 2008).
There are three strategies that may be used to attempt to define vocabulary: context clues, word structure, and use of the dictionary. Using context clues is one of the most useful strategies at the command of proficient readers. Using context involves using information surrounding a difficult word to help define it. There are three kinds of information in particular that are useful to struggling readers: typographic, syntatic, and semantic clues (2008). Typogaphic clues provide a clear connection and reference to the unknown word. Typographic clues are often written in bold, italics, are underlined, footnoted and made obvious as to where and what the definition is. Syntactic and semantic clues are much more subtle than typographic clues (Vacca 2008). The grammatical relationships among words in a sentence or the structural arrangement among sentences in a passage often helps clarify the meaning of a particluar word (Vacca 2008).
Word structure is another strategy to help students define and recognize unknown words. Analyzing a word's structure is a second vocabulary building strategy that students can use to predict meaning (Vacca 2008). Readers can take an unknown word and gain meaning from it by approaching the whole word and identifying the parts of the word. They may look for prefixes or a suffix to help gain meaning of the word. There may also be compound words that they can dissect to learn the meaning.
Using a dictionary is a strategic way to use a resource to gain knowledge of vocabulary. A dictionary, however, should be used when context and word structure has revealed little about the word's meaning. A teacher should never immediately tell a student to look up a word in the dictionary when they question a words meaning. Esentially, the use of a dictionary should be a last resort to define a word.
There are also several activities explained below that teachers may include in their instruction to enhance vocabulary knowledge and understanding.
Brainstorming
Brainstorming is a procedure that quickly allows students to generate what they know about a key concept (Vacca 2008). The teacher should generate a concept or vocabulary term while the stuents work to generate a list of words related to the concept in a defined amount of time.
List-Group-Label
After the brainstorming activity is over and lists of words have been generated by the students, the teacher should have the class form learning teams to group the words into logical arrangements. Each arrangement should then be labeled. Students may then make predictions about the content that will be studied after the listing, grouping, and labeling is completed.
Word Sorts
Word sorts require students to classify words into categories based on their prior knowledge. Students do not generate a list, but instead, the teacher identifies keywords from the unit of study and asks the students to sort them into logial arrangements (Vacca 2008). There are also two types of word sorts- open and closed. In open sorts, no category is given on how to sort the terms. In closed sorts, students know which categories are being used to sort items into.
Knowledge Ratings
Knowledge ratings get readers to analyze what they know about a topic and anazyle individual words. A teacher presents a student with a list of words that the student then anazyzes each individual word. There may be follow up questions to determine which words were the hardest, which words are the most known/unknown, etc. Students should be encouraged to share their knowledge of the selected words. Teachers can use this information to assess the knowledge of the class for a particular text or larger study.
Vocabulary Self-Collection Strategy (VSS)
Vocabulary self-collection promotes long term acquisition of language in academia (Vacca 2008). Students learn how to make decisions related to the importance of concepts and how to use context to determine what words mean after reapeated use of VSS. The VSS been found to be effective for teaching word meaning in context to students across ability levels and for helping students built independence as word learners (Vacca 2008). There are several steps when using VSS:
1. Divide the class into teams and together in their teams, the students should decide which word to emphasize in the selected text.
2. Present the word that each team has selected to the entire class. While presenting, the group must acknowledge where the word is found in the text, what the team thinks the word means, and why did the team think the word was important and should be learned?
Students should record all the nominated words and their meanings into a separate vocabulary notebook. They can then use the notebook for reviews and as a study source.
Concept of Definition (CD) Word Map
CD word maps provide a framework for organizing conceptual information in the process of defining a word. Conceptual information can be organized in terms of three types of relationshops- 1. the general class or category in which the concept belongs 2. the attributes or properties of the concept and those that distinguish it from other members of the category 3. examples or illustrations of the concept (Vacca 2008). CD word map instruction supports vocabulary and concept learning by helping students internalize a strategy for defining and clarifying the meaning of unknown words (Vacca 2008). In the center of the map, students should write the topic being studied and working outward should write the word that best describes the general class or superordinate concept that includes the target concept (Vacca 2008). They should answer what it is in the general class and then provide three examples of the concept as well as responding with some examples and properties.
Categorization
Categorizing words requires students to determine relationships among techinical terms. It may appear much like a word sort where a student is given a list of terms and asked to remove the phrase that doesn't belong or given a list of words and asked to circle the word that includes all the other terms listed.
Concept Circles
The concept circle is a versatile activity that can be used for a wide range of grade levels. A concept circle may simply involve putting words or phrases in the sections of a circle and asking students to describe or name the concept relationship among the sections. You may as a teacher also leave one or two sections of the circle blank and direct students to fill in the empty section with a word or two that relates to the other terms in the sections.
Additionally, OPIN and Word Exploration in the tabs to the left are more activities to incorpate vocabulary knowledge in your classroom.
It's clear that the deliberate teaching of vocabulary and the student's understanding of vocabulary is key in education. These are several strategies and applications that may be used to ensure students are understanding and learning vocabulary.
-Amanda Byerly