A student's vocabulary knowledge directly impacts reading comprehension. Students need many opportunities for meaningful practice of the technical and specialized vocabulary they encounter in each of the disciplines taught in our schools. Vocabulary is developed through a variety of experiences including extensive opportunities with reading and writing in all curricular areas. Direct or explicit instruction is effective when done in a contextual setting and does not become teaching of isolated skills. The web site of the LITERACY SUPPORT TEAM, Department of Secondary Education, will serve as a resource for ideas to develop and strengthen vocabulary proficiency. A teaching tip will appear each week during the second semester of the 97-98 school year. Some of the tips will have a sample activity which you can view by following the links. TIPS FOR VOCABULARY DEVELOPMENT AND INSTRUCTION 1. Read aloud on a daily basis. Read material that is well written and age appropriate. Include fiction and nonfiction. Start out slowly, using short pieces of text and gradually increase the amount of time that you read aloud. Reading aloud is an excellent way of introducing and expanding vocabulary. The New Read-Aloud Handbook by Jim Trelease is a well known source for additional information. 2. Be selective. Determine which words are essential in order for students to understand the concept. Include words that may not be clearly defined in the context of the text. Target 1 to 5 key words. It is difficult to learn too many words at one time. An additional 5 to 6 words students are familiar with may be added later in the lesson. 3. Word/definition maps or webs are graphic organizer tools that assist in strengthening students' vocabulary. Mapping is a process for visually organizing information contained in a definition. Students become more independent vocabulary learners when they examine elements of a functional and meaningful definition. Explicitly teach and model for students a process for determining types of information necessary for a clear and useful definition. Provide numerous guided practice experiences to help students become more skilled in the process of organizing information from the definitions. As students become more adept, engage them in constructing word/definition maps, first as a class, and then individually. Teacher book stores and some text book companies carry materials that contain word/definition maps and other graphic organizers. RESOURCE: WORD/DEFINITION MAP EXAMPLE 4. Understanding the connections and relationships among words and concepts is one way to encourage independent vocabulary development. Assist students in using personal experiences and what they already know to make connections to new concepts and/or words. Include concepts students have previously learned in class. Present and use unknown or difficult vocabulary in contexts that are familiar and rich in meaning. Students need to do more than memorize definitions. Opportunity to think about and think through the meanings of vocabulary words and/or concepts will help solidify ownership of the words. Reinforcement of the relationships among words and concepts should occur through a variety of experiences that include speaking, writing, reading and listening. RESOURCE: CONNECT TWO 5. Cultivate vocabulary and concept growth through investigation of similarities and differences between words that can be categorized or grouped together. Examine various characteristics of the words, such as meaning or structure. Organize the information using a graphic organizer. A commonly used organizer is the Venn diagram. It consists of overlapping circles for listing the characteristics of each word and shared similarities. A variation is overlapping rectangles. Include lines inside the circles or rectangles for students to record the information. Write the two words being compared at the top of the diagram. RESOURCE: VENN DIAGRAM 6. Create an environment that is rich in print. Display posters, informational writing, student work and projects to generate interest and demonstrate use of vocabulary/concepts. Encourage students to read the walls for a variety of purposes. Use the vocabulary display as reinforcement and for reference during class assignments. RESOURCE: WORD WALL 7. Vocabulary acquisition is enhanced through independent reading and writing. Students construct meaning as words are encountered and used in many contexts. Allot time for daily reading and writing during class. Start with short periods of time and gradually increase. Use a variety of materials that support subject area concepts. Request books, magazines, and other resources from the school library. Provide opportunities to share information, words or phrases that are interesting, humorous, dramatic or unknown. Add the words and/or phrases to a word wall. (See Literacy Tip #6) Model and encourage students through active teacher participation in the reading, writing and sharing. This is appropriate for fiction and informational text. 8. Students need strategies to help them determine word meanings on their own. Analyzing the structure of words and their parts is one way to develop independence. Direct instruction should be done in contexts that are substantial and rich in meaning, using material students read and write. Most instruction is based on the following word parts: compound words, contractions, base words, root words, prefixes, and suffixes. Make students aware that this strategy has limits and should be used with care, as not all words can be broken down into meaningful parts. Use a variety of resources to locate examples for instruction. Try The Reading Teacher's Book of Lists published by Prentice-Hall, Inc., Literacy: Helping Children Construct Meaning by J. David Cooper and The Write Source 2000 published by D.C. Heath and Company. RESOURCE: PREFIXES AND ROOTS 9. Tips for Teaching Prefixes and Roots in All Content Areas think of examples of words that use each prefix and root - example: write a prefix or root on the board and have students brainstorm a list of words using the prefix or root brainstorm a list of new words by mixing and matching roots and prefixes - define these new words point out prefixes and roots whenever they occur in assigned vocabulary words and frequently used content area words highlight the prefixes and roots in the vocabulary/concept words make word cards for each prefix and root and place on a word wall play Hangman or a Wheel of Fortune type game using words with prefixes and roots students have learned 10. When to teach vocabulary is an important question. Support student learning with direct vocabulary instruction before reading, during reading and after reading. The amount of support provided will be determined by the text and students. Memorization of definitions is not enough. Activate prior knowledge or develop background knowledge about the topic and the supporting vocabulary. Make predictions about the reading. Help students make connections between what they know and what they are learning. RESOURCE: BEFORE, DURING AND AFTER READING 11. Illustrations are another component in developing an understanding of vocabulary/concepts through visual representation. Visual images often help students make a connection to what a word means or signifies. Play a game that is similar to Pictionary using the vocabulary words/concepts. Organize definitions using a three-column note format: term, illustration and description of the word. 12. Good readers make visual images while reading. Making vocabulary cards is one way to help students either build on or learn to develop creating visual images. One side of the card is reserved for the term/concept word and illustration. The drawing is a visual clue that is significant for the student making the card, and will help trigger the meaning of the word. The definition of the word is written on the reverse side of the card. Generate a class definition that is relative to the topic of study. Use a dictionary as a resource rather than the sole source for a definition. Write the student generated definition on an overhead, chalkboard or chart paper so that is visible for all students to copy onto the vocabulary card. A sentence that uses the word in a rich context may also be included. It is essential to model as often as necessary the writing of sentences that are contextually meaningful. Incorporate the use of the vocabulary cards into your lessons. Use the cards as a reference for class discussions, spelling and/or meanings. Develop review or word games that require the use of the cards. If you have a word wall, include the words from the vocabulary cards. 13. True understanding of words is more than memorizing definitions. Introduce vocabulary/concept words in context. Teach students a word's multiple meanings and its specific meaning to the subject area. Select words for vocabulary/concept instruction from the context of the subject taught. Create a literate environment and use the objects and various texts found in your classroom to support vocabulary. Include words from the related events that occur in the immediate and more global environment. RESOURCE: VOCABUGAME