12 Springboards to Inquiry A NOTE ON VOCABULARY ACQUISITION—CARPE DIEM! In some of our lessons, we call attention to robust vocabulary words that are embedded within the text. We believe that new standards embrace learning vocabulary in-context, and a great read-aloud is an opportunity to introduce valuable vocabulary. Some of the lesson plans provide in-context vocabulary to be highlighted in lessons. At early elementary age, a learner is probably picking up five to six new words daily, according to lin- guists. That means that we educators should be ever-mindful of the ability to add vital comprehension understanding via vocabulary. As we approach read-alouds, we can seize this opportunity. Studies on poverty and English-language learners show indisputably that children from impoverished homes enter kindergarten with half the vocabulary as their peers. Therefore, vocabulary pays a huge role in comprehension at an early age. With that in mind, we suggest that librarians strive to reinforce, introduce, and take advantage of this instructional thread during their library instructional time. In simple terms: There are three stages to vocabulary acquisition. Words move through these three stages: Unknown Receptive Productive As children are exposed to new vocabulary, there is a subtle, or planned overt, move from the unknown to its use in everyday discussions (Productive Stage). Do not shy away from formal introduction of ­ higher-level vocabulary that occurs in a read-alouds, but rather embrace this with a pre-reading activity. Here are some instructional strategies: Review a word speak it students repeat simply define the word. Act out a word. Make a hand gesture while defining. Share vocabulary-flooding of synonyms. Provide a bookmark of “Powerwords” whenever there is a library read-aloud. This requires front-end planning and preparation, but it is there for the next year. Be sure to note on any handout that this was a “Library Learning Activity” so that caregivers read and see that you are teaching. Develop a library brand logo. Vocabulary is the key to comprehension, and comprehension is the key to achievement. Vocabulary increases with reading. If educational administrators believe this fact, they might spend more money on reading mate- rials than they do on test preparation. There is a value to delivering new possible vocabulary prior to reading. A recent U.S. Department of Education study cited that “repeated reading of a storybook resulted in greater average gains in word knowledge by young children.” Wherever possible, we have tried to identify possible “Powerwords” within texts. This simple design conveys the belief that a larger vocabulary can make you sound smarter, and achieve more. Reread an old William Steig picture book and observe his robust language such as busting, naviga- tion, hoisted, coaxed, dawdled, and other academic vocabulary that he embedded into his text unapologet- ically 40 or 50 years ago. Even new nonfiction books are trending to include a glossary for robust words. Books like If Sharks Disappeared make it easy for a librarian to refer to “vocabulary of the discipline” or valuable vocabulary.
Previous Page Next Page