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Reading Component Project: Vocabulary Instruction

Ashley Patnaude EDU 740

+The Importance of Vocabulary

Instruction

“Research shows that the size of a reader’s vocabulary influences both comprehension and fluency.” (As cited p. 129)

“Integrating vocabulary instruction provides students with numerous opportunities to manipulate and learn new vocabulary words.” (p. 129)

+Mini-Unit Summary

Three, interactive lessons allowing for students studying Charlotte’s Web in second grade to better learn vocabulary words, while practicing the skills of

contextualizing, analyzing, and visualizing.

Contextualizing- using the context that surrounds an unknown word to determine its meaning

Analyzing- examining structure, or word parts, to determine meaning

Visualizing- creating an image of a word to consider its meaning

+Mini-Unit Objective

The goal of this mini-unit is for students to learn new vocabulary words from Chapters 16-18 of Charlotte’s

Web. Rather than simply being told definitions, which will be forgotten, students will participate in learning

activities that will help them remember new vocabulary.

+Lesson One: Contextual

RedefinitionChapters 16-18 Vocabulary WordsVocabulary Words

for These Chapters cautiously paradise particles fragments veritable loot cargo bewitched pummeled interview humble enormous masterpiece

Purpose- to use background knowledge to examine the meanings of words

and to verify the correct meaning of a word through the context or

dictionary

Materials Needed-• Charlotte’s Web copies (#

depending on class size)• Chart paper (or similar way to

model)• Dictionaries

Objective-to infer definitions using context clues, while also

developing reference skills

+ Lesson One: Contextual Redefinition(continued)

Vocabulary Words cautiously paradise particles fragments veritable loot cargo bewitched pummeled interview humble enormous masterpiece

Procedure1. Present unfamiliar, but important, words

from the text on chart paper, one by one.2. Have students work with a partner to make

predictions about definitions. (Access background knowledge)

3. Read each word from the text or in appropriate similar context aloud to class.

4. Allow students the opportunity to change or conform their predictions and discuss the usefulness of context.

5. Students work together to verify word meanings in dictionaries.

6. Wrap-up discussion: Answer the question, “How is it different to simply see words by themselves and then to see them in context?”

***Differentiate by providing one on one assistance, working with struggling students in a small group,

flexible grouping, and reducing the number of vocabulary words.***

+Lesson Two: Root Words

Chapters 16-18 VocabularyPurpose- to understand that a word derives meaning from the root word, also know as the base or stem.Objective- students will understand how words get their meaning and consider parts of words, while better learning vocabulary from the textMaterials- Charlotte’s Web copies, dictionaries, notebooks or template

Procedure1. Students research meaning of root words, learning that roots

determine a word’s origin and history to make the word more memorable.

“How does knowing the root word help you?”2. Students generate a set of new words by adding prefixes and suffixes.

Write words in notebook or on template. “What is the root word of____?”

3. Students look up definitions of root words in dictionaries.4. Wrap-up discussion: “How do these words all relate and be

categorized?”***To differentiate, allow students to work in pairs or small groups. Reduce the number of root words to be defined. Provide graphic organizers that are clearly labeled for

prefix, suffix, root word.***

Extension: Students can categorize words for homework.

+Lesson Two

Template for Differentiated Activity

Word Prefix Root Suffix New Words

cautiously

bewitched

veritable

+Lesson Three: Visualizing Through

Charades Chapters 16-18 VocabularyPurpose- to make a mental image of a word to aid in recalling a word.

Objective- To review vocabulary words before a vocabulary quiz.

Materials- Charlotte’s Web books, note cards, symbolic objects

Procedure1. Students take turns selecting note cards

that have vocabulary word on them.2. Students act out (role-play or

pantomine) the meaning of the word, using related objects. “What part of the pantomine helped you to know the word?”

3. Class calls out suggestions for what the word might be until the correct word is said.

4. Wrap-up discussion: “Why did you choose that movement to act out that word?”

***Differentiation:

provide

hints for acting.***

**Extension: have students create

short skits portraying several vocabulary words.**

+Mini-Unit Assessment

An efficient way to assess student understanding following these three lessons, is a brief quiz.

A sufficient quiz would include:

-matching up

-multiple choice

-short answer

+Reflection

Having taught a book study on Charlotte’s Web, I found myself struggling to keep the vocabulary instruction interesting and exciting for my students. There were

many words that my students had not heard before and struggled to remember. I’m so glad to have now read

about an abundance of activities to instruct my students in the area of vocabulary while keeping their interest and

making my instruction more interactive.

+References

Ellery, V. (2009). Creating Strategic Readers: Techniques for developing competency in phonemic awareness, phonics, fluency, vocabulary and comprehension (2nd ed.). International Reading Association