Vocabulary

Vocabulary is one of the foundations of reading comprehension. Unless words and their meanings are understood, text comprehension will be compromised.

Vocabulary Instruction requires effective (explicit) teaching along with repeated presentations of word, both in isolation and in context. Vocabulary materials provide repeated presentation, using motivating written activities that students enjoy! By selecting vocabulary from content area topics, teacher instruction becomes more focussed and explicit.

Using software from Schoolhouse Technologies, materials have been created to support student learning. This sample, on the topic of First Fleet ( student_first_fleet_sample_booklet.pdf) shows how  this repeated practice can be achieved both in isolation and in context. By varying the number of words presented, an adjusted student booklet on First Fleet ( adjusted_student_first_fleet_sample.pdf) can be created. This provides scaffolding for students with additional needs, and these materials are more likely to ensure succesful practice in learning difficult words and their meanings for all students.

Effective vocabulary instruction enables more productive classroom discussions, along with better student learning of factual information. Over time and with repeated practice, students will more likely be able to complete independent learning tasks, like researching and writing reports, on those topics. Positive feedback from teachers and students has supported the development of these materials. One teacher even commented that this was the first time she saw a smile on her students, as they could actually complete the worksheets successfully!

This vocabulary instruction can be applied to any content area curriculum, including Science (for example the topic of Magnets, magnets_short_vocab_student_booklet.pdf). As well, instructional materials in secondary content area topics, like Coastal Management in Geography (year_10_coastal_management_1.11.pdf) and Science Safety Rules for the Lab ( science_safety_rules.pdf ). Adjusted materials can be developed to support students with significant literacy needs in secondary classrooms, for example this is an adjusted worksheet for a student in Year 9 with special needs ( adjusted_year_9_science_cells_reproduction_1.99.pdf  ).

Using these materials supports the effective teaching cycle, as these materials require teacher-directed instruction.  Effective Teaching, firstly, includes the effective teaching cycle that involves teacher behaviours to ensure active student learning (Fisher, Frey & Lapp, 2009; Rosenshine & Stevens, 1986). This effective teaching cycle begins with a review of the previous lesson, to ensure students have understood those concepts previously taught. After reviewing, teachers model and demonstrate the new skills or knowledge to be taught in the current lesson. The cycle continues through guided practice and independent practice, followed by corrective feedback. 

We believe that these two components, effective instruction and vocabulary,  are critical for attempting to ensure that all students can understand what they read. When our vocabulary materials are used with explicit instruction,  this combination is more likely to support learning of key Vocabulary.