Early Childhood & Elementary Educator
Vocabulary
Vocabulary are sets of important words students need to know; there are three tiers of vocabulary words. There are sets of words that students need to be successful in everyday interactions (tier 1), words for students to know to be successful academically (tier 2), and words that are important for students to know for success in specific domains (tier 3) (Bendix, n.d.).
The vocabulary words for the vocabulary unit include academic vocabulary, explicit instruction, and incidental instruction. Academic vocabulary is defined as a set of words that are used for academic purposes. Explicit instruction is one of two teaching techniques to teach vocabulary. Explicit instruction is when an instructor explicitly and directly teaches vocabulary to students. Incidental instruction on the other hand is when students learn vocabulary unintentionally (Bendix, 2022c).
Tier one vocabulary words are words students need to know to be successful in everyday life. Examples of tier one words are book, animal, and house. Tier two words are words that students need to know to be academically successful. Examples of tier two words are estimate, predict, and summarize. Tier three words are specific words that are specific for an academic domain. Examples would be calculus, photosynthesis, and integer.
There are six categories that build vocabulary. These are synonyms, antonyms, homonyms, euphemisms, onomatopoeia, and root words/affixes. Synonyms are words that have similar meanings such as kind and nice. Antonyms are words that are opposite in meaning such as hot and cold. Homonyms are two or more words that have the same spelling or pronunciation but have different meanings like live and live or red and read. Euphemisms are sayings that make something sound nicer than it is. Onomatopoeias are words that represent a sound such as buzz or bang. Root words or affixes include prefixes or suffixes (Bendix, n.d.).
Marzano’s 6 steps to vocabulary instruction include the following steps. (1) The teacher describes the term and gives an example, (2) Students restate the description and gives another example, (3) Students draw a picture or act out the term, (4) Students use their vocabulary journals, (5) Ask students to discuss vocabulary with each other, and (6) Play vocabulary games with students (Bendix, n.d.).
An example of a whole class instructional approach is the use of vocabulary journals. Vocabulary journals begin with whole class instruction and end with students recording their knowledge in their personal journals. Some examples of small group instructional approaches include word mapping, free association, or the use of a Venn diagram. An example of an individual intervention instructional approach is for students to come up with additional examples of how a term is used. Another example is to provide ample time for independent reading (Bendix, n.d.).
Artifact
Bendix, 2022e
Applications
Magnoosh
Alphabet Organizer
This application adjusts difficulty levels, so it is suitable for all learners working on their vocabulary. The application works on building knowledge of vocabulary definitions and applying vocabulary terms.
This is an application that features a graphic organizer so students can make their own word walls for vocabulary. Students can use words from a text they are reading or from the classroom vocabulary.
Quizlet
This application offers a flashcard feature that students can use to work on vocabulary definitions and vocabulary games. This application allows students to use lists that are made by teachers to practice vocabulary that is being worked on in class.
Website
Vocabulary.com
This website offers a dictionary feature and vocabulary games for students. The website also features vocabulary word lists for educators.
I can see myself using this website to enrich my students' understanding of vocabulary they are working on as well as encourage my students to learn additional vocabulary words.
Intermediate Strategies
Marzano's 6 Steps to Vocabulary Instruction
Focus Skill: Vocabulary
Age and Reading Level: All Ages & Levels
Detailed Description: Marzano’s 6 steps to vocabulary instruction is a research based instructional strategy. Within the six steps students learn vocabulary words and learn how to apply them to their language arts skills. The steps are designed to be engaging for students so that vocabulary is a natural part of the school day curriculum.
Materials Needed:
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List of Vocabulary Words
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Vocabulary Journals
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Vocabulary Games
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Pencils
Steps:
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The teacher describes the term and gives an example.
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Students restate the description and give another example.
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Students draw a picture or act out the term.
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Students use their vocabulary journals.
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Ask students to discuss vocabulary with each other.
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Play vocabulary games with students.
Source: Bendix, n.d.
Free Association
Focus Skill: Vocabulary
Age and Reading Level: Intermediate
Detailed Description: This is a partner activity that works on vocabulary and synonyms. One partner chooses an index card with a vocabulary word written on it. Then the partners take turns saying words that are related to the vocabulary word. The last person that says a word explains why it is related to the vocabulary word. Then they switch.
Materials Needed:
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Index Cards with Vocabulary Terms Written on Them
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Partners
Numbered Steps for Instruction:
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One partner chooses an index card with a vocabulary word written on it.
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Partners take turns saying words that are related to the vocabulary word.
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The last person that says a word explains why it is related to the vocabulary word.
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The partners then switch roles.
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The partners work on the vocabulary words until the vocabulary cards are used up.
Source: Bendix, 2022b.
Word Map I
Focus Skill: Vocabulary
Age and Reading Level: Intermediate
Detailed Description: The word map activity takes a detailed look at one vocabulary word from a text that students are reading.
Materials Needed:
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Text Student is Reading
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Word Map Worksheet
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Pencil
Numbered Steps for Instruction:
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Write the vocabulary word in the first circle.
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In the second box, write the vocabulary word in a sentence or phrase from the text.
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In the third box, look up the word in the dictionary and write the definition.
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In the fourth box, write a synonym of the vocabulary word.
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In the fifth box, write an antonym of the vocabulary word.
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In the sixth box, write down other forms of the word.
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In the seventh box, sketch the vocabulary word or give an example.
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In the eighth box, write down a sentence of your own.
Source: Bendix, 2022e.
Word Map II
Focus Skill: Vocabulary
Age and Reading Level: Intermediate
Detailed Description: This is a second example of a word map that students can use to better understand a single vocabulary word in detail.
Materials Needed:
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Vocabulary Word Map Worksheet
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Pencil
Numbered Steps for Instruction:
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Write a vocabulary word in the middle box.
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Write the definition of the word in your own words.
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Write synonyms of the vocabulary word.
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Use the vocabulary word in a sentence.
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Draw a picture of the vocabulary word.
Source: Bendix, 2022d.
All Draw
Focus Skill: Vocabulary
Age and Reading Level: Intermediate
Detailed Description: This is a partner activity that works on vocabulary. One person draws a vocabulary word from a word list. The other person tries to guess the word. Then the next person goes.
Materials Needed:
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Vocabulary List
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Whiteboard
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Whiteboard Marker
Numbered Steps for Instruction:
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One person chooses a vocabulary word to draw.
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The other person tries to guess what the first person is drawing.
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When they guess correctly the next person goes.
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The game continues until time is up or the words have all been used.
Source: Bendix, 2022a.
Assessment
Assessment Title: Matching Vocabulary Words
Time Needed: 10 Minutes
Skill(s) Assessed: Vocabulary
Materials Needed:
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Vocabulary word list
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Matching assessment (words and definitions)
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Pencil
Steps:
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Students receive the matching assessment with the vocabulary words and definitions on either side.
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Students draw a line from a vocabulary word to its definition on the other side of the assessment.
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The teacher assesses the assessment to determine the student’s knowledge of vocabulary definitions.
Source: Bendix, n.d.
Resources
Bendix, J. “All Draw.” D2L, 2022a.
Bendix, J. “Free Association.” D2L, 2022b.
Bendix, J. “Unit 4 Vocabulary.” D2L, 2022c.
Bendix, J. (n.d.) Vocabulary Strategies and Assessments [PowerPoint]. https://winona.learn.minnstate.edu/d2l/le/content/5932651/viewContent/57637447/View
Bendix, J. “Vocabulary Word Map.” D2L, 2022d.
Bendix, J. “Word Map.” D2L, 2022e.