Research-based Vocabulary Instruction - Essay Example

Research-based Vocabulary Instruction Vocabulary building is an important factor in English proficiency. As one of Laura Robb (2000) puts it,“How Can I read if I don’t know the words?” The sentiment of the student echoes the struggles of other students who find it difficult to engage in reading because of poor vocabulary reservoir, especially among ESLs. Therefore, building vocabulary of students at every level is an essential part of instruction. As a future English teacher in high school, I will make vocabulary a part of everyday lesson to prepare students for greater challenges in reading comprehension. A number of language researchers and educators provide recommendations for teaching vocabulary. These include Laura Robb, Robert Marzano, Anita Archer, and Kyleen Beers. When taken collectively, these authors’ recommendations will surely sum up to a research-based vocabulary instruction. Some things to consider in developing appropriate vocabulary instruction are as follows: 1. Number of words presented per week According to Robb (2000), the number of words students can learn depends on the ability of students. Average students can learn up to six or seven words a day while ESLs can learn only one to two words. In this regard, the number of words presented per week should vary according to the level of the students. In my class, we will have six words per day, hence 30 words per week for average students; and two words per day or 10 words per week for ESLs. 2. The process you will use for teaching new terms Taking from Archer & Hughes (2011) and Marzano (2009), I will make vocabulary instruction explicit. This means making each lesson comprehensive and not incidental. According to Archer & Hughes (2011), vocabulary instruction should last for 5-10 mins to make it significant to the learners. As Marzano (2009) recommends, words should be explained in terms of their origin, part of speech, meaning and use. Additionally, as Archer & Hughes (2011) suggest, multiple exposures to the words are necessary to make the lesson meaningful. This implies the use of the words for the day, thus words should be in line with the lessons or activities or vice versa. Most of the authors believe that teaching vocabulary using concept mapping is one of the best strategies to help students learn vocabulary. Students may work in cooperative learning groups or on their own to make concept maps. At first, I will show them a sample of how to do the concept map and see if they can work in groups. Later, I will give them freedom to design their own maps using their imagination and creative talent in arts. 3. The frequency with which you will work with the terms Robb (2009) explains that vocabulary instruction is composed of three phases, namely before, during and after the lesson. Activities should be well-designed for each phase to allow understanding and analysis. Before There should be a motivating activity before presenting the words to students. Such activities could be about past activities or experiences students had, recall of previous words, sharing encounters when students are able to use previous terms learned. While- activities can be in the form of questions that teachers can ask each student for understanding. of the lesson. Meanwhile, after-instruction activities are enrichment ones, which allow recall and further use of the words. After-instruction activities are not held only once after the lesson. They may also occur in the next days in the form of review or may be mentioned when appropriate. The key is to provide various opportunities for use or application of the words in order to promote mastery. In particular, after-instruction activities should be planned and carried out throughout the week. A thematic form of instruction that lasts for a week or two is best to give way for review of terms, especially those related to the subject matter. 4. The materials you will use in vocabulary instruction and review activities As Robb (1999) suggests, I will make use of journals for vocabulary instruction and review activities. Journals, especially those designed by students, are personal writing notebooks that allow for self-review and reflection. Journals should contain lists of words they encounter within and outside instruction. Students should be encouraged to keep reflection journals on which they will write words and meanings and reflections on how to use new words they encounter. Taking from Archer & Hughes (2011), I will also make use of the “Word Wall” which contains words encountered during instruction. Students will write words on the wall, large enough to be seen by students. The wall will help for a better recall and mastery of the words. Whenever students look at the wall, they will be reminded of the words, and such will build mastery 5. The activities you will use in reviewing and connecting terms Concept mapping, as earlier mentioned, is best for reviewing and connecting terminologies. This activity will help students understand the terms more as they are used in context. By doing concept maps, they will also encounter other terms thus increase their vocabulary bank. Concept maps in the form of trees, spider webs and cause-effect chains are helpful to illustrate to students the rootword, synonyms and functions of the words. As Beers (2003) recommends, reciting words aloud wll also help facilitate mastery of words. Students will be asked to recall and recite words learned previously to check on students’ learning and progress. They will recite words with meanings and sentences the day after the instruction and at the end of the week. 6. The activities you will use to engage students with one another using vocabulary terms Art activities are fun and memorable for students. Therefore, I will always make use of art and films to make vocabulary instruction memorable. Activities that involve kinesthetic or psychomotor abilities are more preferable than passive ones. This means that after reading an article or story that contains words to be studied, students will be asked to make artworks and play games together as part ofvocabulary instruction. Filming or creating video clips with the target word/s as the focus is one interesting activity that students of today will love doing. For example, in teaching the word “egalitarianism,” students (paired or grouped) may be asked to create a short video clip showing what egalitarianism means to them. They may accompany the video clip with a song they composed or a popular song they know that illustrates egalitarianism. 7. The activies you will use to encourage student self-reflection on their progress Reflection journals are first on the list of self-reflection activities. Journals will help students express themselves, thus promote writing techniques. In addition, I will make use of photojournals showing words, pictures and artworks made by students. These photojournals will be submitted every week, and they should show concept maps, graphic illustration and pictures of words they learned. 8. How you will monitor accuracy of students’ work The reflection journals, photojournals and other activities should be submitted every week to monitor accuracy of students’ understanding. At the end of each week, the materials will be collected and checked. A checklist containing a list of requirements for assessment and comments will be pasted on the last page of the accomplished work. This checklist will inform students of their progress in terms of accuracy and even give valuable comments on their artworks. Questions in the checklist will include the following: 1. Are words spelled correctly? 2. Are rootwords carefully researched? 3. Are words used accurately in sentences? 4. Are sentences meaningful? Moreover, I will make use of quizzes and summative tests to check knowledge of spelling, meaning and use. Quizzes should either be surprised or announced, and they should be given regularly, i.e. every other day or every three days. Summative tests should be given every week in the form of formal (i.e., long test) or informal assessments (i.e., essay). References Archer, A. & Hughes, C. (2011). Explicit instruction. NY:Guilford Press. Beers, G. K. (2003). When kids can’t read, what teachers can do. NH: Heinemann Publishing. Marzano, R. (2009). The art and science of teaching. Teaching for the 21st Century. 67 (1): 83-84. Robb, L. (1999). Easy mini-lessons for building vocabulary. NY: Scholastic Inc. Robb, L. (2000). Teaching reading in middle school. NY: Scholastic Inc. Read More