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The Vocabulary-Enriched Classroom: Practices for Improving the Reading Performance of All Students in Grades 3 and Up
A student’s ability to read depends largely on the size and quality of his or her vocabulary. However, despite that fact, vocabulary instruction has not evolved to the same degree as instruction in word recognition, comprehension, and other areas of literacy. This book will change that. Containing selections by top names in reading research – Linda Gambrell, Jerry Johns, Timothy Rasinski , to name a few – it offers cutting-edge word-learning strategies for all students, including struggling, gifted, and English-language learners. For use with Grades 3 and up.
- GenresTeaching
224 pages, Paperback
First published June 1, 2006
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August 13, 2010
I found Vocabulary-Enriched Classroom to be helpful to me, an admittedly less than strong or even enthusiastic teacher of word work. I folded over many pages for easy copying and distribution to students or for display on my elmo.
Notes below are for my reference:
Research notes:
1. lack of vocab-key component underlying failure for many students, esp for those who are economically disadvantaged
2. the repeated teaching of high-utility wds and the application of these wds in multiple contexts significantly increase students' comp on standardized lit tests
3. when tching a new wd, use the "ten-year test": 10 yrs from now, will my students need to understand this wk in a book that they are rding in college or in a document that they must rd and sign?
4. high utility-wds: since they are typically at the core of a family of wds, learning one such wd unlocks the meaning of many others
5.learned and retained wds are done using wd walls, games, crosswds, plays and wd-building lessons=fun. wd of the week
6. multiple exposure to wds (at least si times)
7. assessment that goes beyond asking merely the definition of a wd=use inferential thinking using "you" statements: "What do you think the benefits of living in an apartment are?
Wd Learning Beliefs:
1. all wods are not of equal importance: don't teach wds merely bc they are interesting or challenging-which ones will they encounter frequently in print?
2. retenton of new wds happens when kids can speak, listen, read and write
3. increased vocab when kids learn how to use 1 wd-meaning clue with one vocab building strategy each wk=together these tools help unlock comprehension
4. wds freq used in texts that are understood=positive attitude toward rdg=aids in comp
5. expert rdrs know a large number of imp't wds that encompass all parts of speech
-Vocab knowledge is one of the strongest predictors of rdg achievement
-61 percent of all Eng words can be learned using context clues
-increasing rdg time is the most powerful thing we can do to increase vocab lrng
-strategies that help students connect wds with their prior knowledge, emphasize comp monitoring and actively engage students in learning = significant vocab growth
WHEN STUDENTS COME TO AN UNFAMILIAR WD:
1. look-reread and think about what comes before and after the wd
2. reasons-connect what you know about the text with what the author has written
3. predict-think about a possible meaning for the unfamiliar wd by thinking about the role it serves in the sentence
4. resolve-decide whether you have successfully figured out the word's meaning, or whether you should try again by asking a teacher or firend, or by using a dictionary
Making words (great primary activity for younger students who have diff decoding, spelling and understanding wds (http://www.wordsmith.org/anagram, select 'advanced anagramming' and 'yes' for pring candidate wd list only or http://www.wordles.com, select 'wds in wds') Scrabble also has a wd builder feature
Vocabulary Self-Awareness charts=tool for students to identify wds they need to know and to document their ability to define and use those wds in a meaningful way
-students in grds 3-8 learn 3000 wds a yr on average
Vocabulary wd of the day for GT population
Notes below are for my reference:
Research notes:
1. lack of vocab-key component underlying failure for many students, esp for those who are economically disadvantaged
2. the repeated teaching of high-utility wds and the application of these wds in multiple contexts significantly increase students' comp on standardized lit tests
3. when tching a new wd, use the "ten-year test": 10 yrs from now, will my students need to understand this wk in a book that they are rding in college or in a document that they must rd and sign?
4. high utility-wds: since they are typically at the core of a family of wds, learning one such wd unlocks the meaning of many others
5.learned and retained wds are done using wd walls, games, crosswds, plays and wd-building lessons=fun. wd of the week
6. multiple exposure to wds (at least si times)
7. assessment that goes beyond asking merely the definition of a wd=use inferential thinking using "you" statements: "What do you think the benefits of living in an apartment are?
Wd Learning Beliefs:
1. all wods are not of equal importance: don't teach wds merely bc they are interesting or challenging-which ones will they encounter frequently in print?
2. retenton of new wds happens when kids can speak, listen, read and write
3. increased vocab when kids learn how to use 1 wd-meaning clue with one vocab building strategy each wk=together these tools help unlock comprehension
4. wds freq used in texts that are understood=positive attitude toward rdg=aids in comp
5. expert rdrs know a large number of imp't wds that encompass all parts of speech
-Vocab knowledge is one of the strongest predictors of rdg achievement
-61 percent of all Eng words can be learned using context clues
-increasing rdg time is the most powerful thing we can do to increase vocab lrng
-strategies that help students connect wds with their prior knowledge, emphasize comp monitoring and actively engage students in learning = significant vocab growth
WHEN STUDENTS COME TO AN UNFAMILIAR WD:
1. look-reread and think about what comes before and after the wd
2. reasons-connect what you know about the text with what the author has written
3. predict-think about a possible meaning for the unfamiliar wd by thinking about the role it serves in the sentence
4. resolve-decide whether you have successfully figured out the word's meaning, or whether you should try again by asking a teacher or firend, or by using a dictionary
Making words (great primary activity for younger students who have diff decoding, spelling and understanding wds (http://www.wordsmith.org/anagram, select 'advanced anagramming' and 'yes' for pring candidate wd list only or http://www.wordles.com, select 'wds in wds') Scrabble also has a wd builder feature
Vocabulary Self-Awareness charts=tool for students to identify wds they need to know and to document their ability to define and use those wds in a meaningful way
-students in grds 3-8 learn 3000 wds a yr on average
Vocabulary wd of the day for GT population
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