Students’ word knowledge is linked strongly to academic success because students who have large vocabularies can understand new ideas and concepts more quickly than students with limited vocabularies. The high correlation in the research literature of word knowledge with reading comprehension indicates that if students do not adequately and steadily grow their vocabulary knowledge, reading comprehension will be affected (Chall & Jacobs, 2003).

There is a tremendous need for more vocabulary instruction at all grade levels by all teachers. The number of words that students need to learn is exceedingly large; on average students should add 2,000 to 3,000 new words a year to their reading vocabularies (Beck, McKeown & Kucan, 2002).

There is a tremendous need for more vocabulary instruction at all grade levels by all teachers. The number of words that students need to learn is exceedingly large; on average students should add 2,000 to 3,000 new words a year to their reading vocabularies (Beck, McKeown & Kucan, 2002).

Keys to Vocabulary Instruction

• Help students develop a love of language.

• Immerse students in a variety of language learning experiences.

• Read extensively.

• Teach word learning strategies.

• Teach individual words.

What word did you

hear or see today

that grabbed your

attention?

Word of the DayWhat is your favorite word?

What is the most interesting word you heard today?What is the most interesting word you read today?What is the most important word you learned today?What words should I be learning?What words should I know?

Morning MessageFriendly Greeting - I attempt to use a form of alliteration,

playing with first letter sounds, grabbing students attention, while setting the tone for the school day (i.e. Mellow Monday, Trying Tuesday, Wise Wednesday, Thoughtful Thursday, Frizzled Friday).

Current Event - I incorporate a sentence or two that relates to something we have been discussing in school, a current event or the weather.

Expository Text - I explain the student’s first assignment, weaving in transition words, academic vocabulary and novel vocabulary. This provides students an opportunity to infer the meaning of vocabulary by using context clues or word parts. Students’ actions allow me to assess understanding and provide

feedback. Friendly Closing - I like to use the closing , “Happy Thinking”,

trying to communicate that learning is thinking.

What is the most important word? Why is the most important word?

How does this word help you understand the passage?

How does this word help you use schema and

text context to understand the selection?

Poetry 180

• Read aloud a poem two times.• Pause and ask, “What do you think?”• Then pass out a copy of the poem. • Next students read the poem (silently

or with a buddy). While reading students mark the poem as they prepare for discussion.

• Discuss the poem by referring to marked thinking.

Vocabulary Focus Lesson (10 - 15 minutes)

• Name and introduce the strategy.• Demonstrate how to use the

strategy. • Give the students an example to try.• Provide feedback while students are

working with example.• Debrief

-What did the students learn?-How will this lesson be applied?

Vocabulary Lesson Focus

Word Observation

Important Vocabulary

Context Clues

Reading Aloud to . . . • Week 1 - Listen to Words• Week 2 - Note Interesting Words• Week 3 - Note Important Words• Week 4 - Note Words that Create an

Image• Week 5 - Word Sketch• Week 6 - Stretch the Sketch

Five-Day Context Clue Cycle

Day 1Name and define the strategy.Demonstrate how and why to use the strategy.

Day 2Redefine and clarify the how and why of the strategy.Apply the strategy to teacher supplied example.Debrief by discussing the meaning of the targeted word and how

the strategy helped determine the meaning.

Day 3Students define the strategy.Students search for strategy in teacher provided text.Students define word that strategy helped them define.Students debrief by discussing why they think the author used the

strategy.

Day 4Students refine their understanding by searching for strategy use in self-

selected text.Students create a chart with sentences that model the strategy.

Day 5Students write their own text using the strategy.Create an anchor chart that defines the essential

characteristics of the strategy.

Using Context Clues

• Is the idea defined within the text?• What part of speech is the word?• Are there synonyms within the text that I can

use?• Are there antonyms within the text that I can

use?• Are there graphic features within the text that I

can use?• Have I summarized information from the text?• Have I used the title to think about the

text/vocabulary?• Have I reread the text to find clues?

“Writing makes me aware of the extraordinary in the ordinary.”

Donald Murray from Crafting a Life in Essay, Story, Poem

Writing Notebook

• Easy to Handle• Portable• Personalized• Write Daily• Talk to Yourself• Play with Ideas/Writing• Collect Seeds

Breathe in a Piece of the World• Notice a piece of your world.• Use an object from classroom.• Discuss object, noticing different

perspectives and generating vocabulary.

• Rapid Write (Word Savvy, p.137)• Share.• Reflect.

Breathing In

Carefully examine an object in the room.

While examining the object notice details, little details.

Look at the object from different perspectives, notice details you may not have observed before.

Sketch the object.

In the next 3 minutes create a list of words that popped into your mind while you were observing and sketching the object.

Challenge yourself to not pick up your pencil while making your list.

“We need to read and reread the finest writers we can find. We need to study and savor their language.”

Breathing In Breathing Out, page49, by Ralph Fletcher