Vocabulary in the Elementary ClassroomVanessa Barros

Why teach Vocabulary?• “For a text to be comprehensible to a reader,

he or she must be able to quickly solve and understand the meaning of about 90% of the words (Fountas & Pinnell, 2006, p21)

• Countless research has shown the strong correlation between vocabulary and comprehension; a reader’s vocabulary is a good predictor of how well the reader will comprehend the text.

• Vocabulary instruction can narrow the gap between children in higher and lower socioeconomic groups.

Vocabulary Instruction

• Integrate!!! “Vocabulary instruction should be integrated

so that students can made connections across instructional contexts (Fountas & Pinnell, 2006, p529).”

– Interactive Read-Aloud– Word Study– Independent Reading (find

and share an interesting word)

– Writing Workshop

• Direct/Specific Vocabulary Lessons

“Good vocabulary instruction encourages students to become actively involved in defining words by elaborating on definitions and relating words and definitions to their personal experiences (Carr, E. et. al., 2004, p19).”

– Actively involve students– Activate prior knowledge

and introduce new or difficult vocabulary

– Teach words in context or categories (help students to identify relationships between words)

– Provide multiple opportunities for practice

What Vocabulary Can I Teach?

• Early Concept Words (colors, numbers, seasons, etc.)

• Labels (family words, food words, animal words)

• Parts of Speech (nouns, verbs, adjectives, adverbs)

• Contractions

• Synonyms, Antonyms, Homonyms, Homographs

• Word Study (multisyllable words, idioms)

• Content Words

Planning Vocabulary Lessons

Source: (Fountas & Pinnell, 2006, p. 530)

Vocabulary Activities in the Primary Grades

• Concept/Unit Charts – charts posted in classroom relating to current thematic study

• Word Walls• Word Webs• Illustrations – using pictures to

represent a word• Create Individual “Word Lists”

Concept Charts

Vocabulary Activities in the Intermediate Grades

• Concept Charts• “Word of the Day”• Word Sorts – students categorize and sort words• Semantic Maps and Word Webs• Analyzing Structure of Words (prefixes, suffixes, root

words)• Semantic feature analysis- identify connections to

other words• Using a dictionary• “Jeopardy” or other word/definition matching games• “Personal Clues” – students identify clues to help them

remember new vocabulary words

Concept Charts

Math Word Wall

Websites for Vocabulary Development• http://vocabulary.co.il/Merriam-Webster Dictionary games and tools• http://www.wordcentral.com/games.htmlWord Meanings• http://pbskids.org/lions/games/wordplay.html• http://pbskids.org/lions/games/trampolini.htmlAntonyms/Synonyms/Homonyms• http://www.arcademicskillbuilders.com/games/

frog/frog.htmlClassifying• http://pbskids.org/lions/games/flood.html

Resources• Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. (2000).

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, Second Edition. Upper Saddle River, NJ: Prentice Hall Inc.

• Bergeron, B. & Bradbury-Wolff, M. (2002). Teaching Reading Strategies in the Primary Grades. New York, NY: Scholastic Professional Books

• Carr, E., Aldinger, L., & Patberg, J. (2004). Teaching Comprehension, A Systematic and Practical Framework with Lessons and Strategies. New York, NY: Scholastic Professional Books

• Fountas, I. & Pinnell, G.S. (2006). Teaching for Comprehension and Fluency. Portsmouth, NH: Heinemann.

• Mckenna, M. C., & Stahl, K. A. (2009). Assessment for Reading Instruction, Second Edition. New York: The Guilford Press.

• Robb, L. (1996). Reading Strategies That Work. New York, NY: Scholastic Professional Books