Summary of : Vocabulary Development During Read-Alouds: Primary Practices by Kindle

For this particular article, I found it helpful to summarize the main points by outlining critical concepts.  This was my foundation for developing my lesson.

Summary of : Vocabulary Development During Read-Alouds: Primary Practices by Kindle

EXTENT: Levels of Instruction

·        Incidental: Infusing a tier 2 word into a discussion during the read aloud

o   Before, during, and after reading

·        Embedded: Providing a synonym or brief description before the target word and pointing to an illustration

o   During reading

·        Focused: Leading a discussion on what something means

o   Before or after reading

INTENT:

·        Definitional word knowledge: used to provide exposure of a word to students

o   Used when concept is familiar to students

·        Contextual word knowledge: used to refer students back to the text to determine word meaning

o   Used to gain contextual knowledge

·        Conceptual word knowledge: used to make connections between new words, their prior experiences, and previously learned words and concepts

Instructional Strategies:

1.      Questioning

a.      Repeat several times to give students time to formulate a response and establish a phonological representation of the new word

b.      Good to assess students’ word knowledge

2.      Providing a definition

a.      Explanations must be in simple, child-friendly language

b.      Typically in embedded instruction

3.      Providing a synonym

a.      Often used with recasting…teacher repeats the sentence, replaces the target word with a synonym

4.      Providing examples

a.      Word knowledge can be extended and clarified through examples…Students can make their own connections how or where they have heard the word and remind them of situations

5.      Clarifying or correcting students’ responses

a.      Teacher guidance needed when students’ misconceptions and partial understandings are detected

6.      Extending a student-generated definition

a.      Providing additional information that builds on the students’ response

7.      Labeling

a.      Pointing to illustration while naming unfamiliar item

8.      Imagery

a.      Adding simple actions to facilitate word learning

9.      Morphemic analysis

a.      Look for roots and/or familiar words when trying to figure out the meaning of an unfamiliar word

Five Steps To Increase Word Learning Potential:

1.      Identify words for instruction

                                                              i.      Find words essential for comprehension…4-5 tier 2 words

2.      Consider the type of word learning required

a.      Incidental, embedded, or focused

b.      Before, during, or after reading

3.      Identify appropriate strategies

a.      New label for familiar term…synonym or gestures

b.      New concept … provide examples and questioning prior to reading and then simple definition during reading to reinforce

4.      Have a Plan B

a.      Have easy to understand definition ready with a synonym and example

5.      Infuse the Words Into the Classroom

a.      Find opportunities to use the new words in other contexts