Vocabulary Strategies

Reading strategies strengthen students' abilities to comprehend and understand what they read. Vocabulary strategies do the same and that's why this year we are shifting our focus from reading strategies to vocabulary strategies.

The National Reading Panel offers some great insights into the importance of effectively teaching vocabulary:

"First, vocabulary should be taught both directly and indirectly. Repetition and multiple exposures to vocabulary items are important. Learning in rich contexts, incidental learning, and use of computer technology all enhance the acquisition of vocabulary."





In his book Reading Reminders, Jim Burke offers some guidelines for teaching vocabulary:

Teach the words that are most useful now and in the future

• Teach the words they need before reading; review them after they are done; reinforce them when they come up in the subsequent readings


• Provide multiple exposures to these words in different contexts over time
  
• Help students activate their prior knowledge when learning new words
  

Burke also offers a warning with vocabulary instruction:

• Don't spend too much time preparing students to read a text; too many vocabulary words and too much review of prior knowledge will intimidate the readers and undermine their interest in the reading selection.

Here are some strategies Burke recommends: word walls, Semantic maps, Modeling, Words as ideas, Vocabulary square, Linear array, Concept target.We will have a closer look at these Wednesday, October 13. If you would like to borrow my copy of Burke's book, I'd be more than happy to share.

Word wall: Keep a running display of words you have introduced so they can be referred to or reviewed by students. Model using the words yourself. When students see you consulting the word wall for just the right word, they will be more likely to do the same.