Vocabulary

Articles & Links~

• A Review of the Current Research on Vocabulary Instruction

• Building Children's Language and Literacy

• Bridging the Vocabulary Gap : What the Research Tells Us about Vocabulary Instruction in Early Childhood 

• Effective Vocabulary Instruction

• Enriching Academic Vocabulary: Strategies for Teaching Tier Two Words to E.L.L. Students

• //Language gap between rich and poor children begins in infancy//, Stanford psychologists find

• A “million word gap” for children who aren’t read to at home: That’s how many fewer words some may hear by kindergarten

• Quality of Words, Not Quantity, Is Crucial to Language Skills, Study Finds

• Remarks and Presentation: Using Technology to Bridge the Word Gap http://www.edcentral.org/wp-content/uploads/2014/10/NewAmerica_EarlyEd_CooneyCenter_MapLink_Word_Gap_WhiteHouse_101614NEW.pdf

• Research-based Practices in Vocabulary Instruction: An Analysis of What Works in Grades PreK-12

• Small Kids, Big Words: Research-based strategies for building vocabulary from Prek to grade 3 by Laura Pappano 

• Supporting Preschoolers Vocabulary Learning 

• The Magic of Words: Teaching Vocabulary in the Early Childhood Classroom

• Vocabulary - Reading Rockets

• What Does Research Say about Vocabulary 

• What Teachers Can Do to Promote Vocabulary

• Why Vocabulary Instruction Still Matters

Vocabulary Development 

document originally created by Hakeem; modified by Pre-K Literacy Facilitators 2019

Five Principles to Increasing Vocabulary Development 

• Principle of Interest: This principle emphasizes the importance of promoting an individual's interest in words as objects of attention and scrutiny (Example: Introducing  visuals from the story, prior to reading, to ignite interest) ( CC visual link)

•  Principle of Use: This principle emphasizes the importance of an individual's active engagement with words as an effective route to learning new words. (Example: student utilizes visuals to interact with vocabulary from text or student doing movement of vocabulary) Total Physical Response 

• Principle of Explicitness: This principle emphasizes the need to provide clear connections between words and their meanings to facilitate learning.  (Example: Frayer Model using visuals to model vocabulary (Definition, Characteristics, example, non-example) 

•  Principle of Repetition: This principle emphasizes that one learns the meaning of a word only gradually over time and with repeated exposures to that word in a variety of different contexts. (Example: When are you embedding vocabulary throughout the day as you have conversations with children) 

• Principle of Intensity: This principle emphasizes the importance of addressing as many words as possible within vocabulary interventions to promote breadth of knowledge. (Example: What opportunities are you providing to expose students to the vocabulary within their environment) 

Evidence-Based Vocabulary Interventions 

Question and Modeled Answer- When introducing a new word, asking a student “What is that?” or “Do you know what that is?” and providing the answer with the word and definition. 

• Example- Teacher- “What is that?”

Student- “”It is a watch?” (The correct answer is “clock”.)

Teacher- “It is a clock. It helps us tell time. It has numbers on it and this (point to hands) moves around.”

Repeated Reading- Repetition is key to children learning new words. Reading storybooks repeatedly ensures that children will be exposed to new words several times consistently.

Active Responding- This strategy addresses students’ receptive knowledge (comprehension and understanding of words). Some active responding strategies:

• Students stating and pointing to a word upon request

• Dramatization of story book

• Body movements to represent a word

Bank of Strategies

December 2019 PLC Support Document created by Pre-K Coaches

Principle of Use

• TPR: Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress. The purpose of TPR is to create a brain link between speech and action to boost language and vocabulary learning. Examples:

• Dramatizing words in story book

• Body movements to represent a word

Principle of Repetition

• SIOP: The Sheltered Instruction Observation Protocol (SIOP) Model is a means for making grade-level academic content more accessible for English Learners. Teachers modify instruction so that it is comprehensible for students. SIOP includes the practice of highlighting key language features and incorporating strategies that increase interaction and practice using language.

  • SIOP strategies allow everyone a chance to respond, not just higher level students (Sample Activity)

    • Say it. (Say the word)

    • Clap it. (Clap out the syllables of the word as you say it)

    • Snap it. (Snap syllables of the word as you say it)

    • Whisper it. (Whisper the word)

    • No sound. (Lip Sync the word)

    • Additional actions: Yell it, Cheer it, Stomp it

Principle of Explicitness

• Frayer Model: The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. This information is placed on a chart that is divided into four sections to provide a visual representation for students.                                                  

• Resource: SIOP Images

• Resource: Creative Curriculum Picture Cards

• Resource: Frayer Model planning template

Principle of Use, Explicitness

• Anchored Vocabulary: The “Anchoring Word Learning” strategy was developed by Beck & Associates and is intended for teachers to use during read alouds as an additional way to introduce words.