It also has potential for older students. This idea has great potential for non-instructional segments of the preschool elementary day like snack time, lining up to go to lunch, and restroom breaks. So asking questions of a student, receiving their responses, adding information, and asking them to reflect or add more information-in other words, keeping the conversation going-is important in vocabulary development. Recent research on conversational turns (LENA, 2017) indicates that the more turns a young child takes in conversation with an adult, the more they grow their vocabulary and verbal acuity in general. One of the most powerful things teachers (and adults in the home) can do is to have rich conversations with children. In every discipline, there are also domain-specific terms students need to understand and learn. These words cut across disciplines and help students speak, read, and write well in all the academic settings in which they’ll find themselves. This is why all teachers should address vocabulary instruction head-on.īut what words should be taught? In English language arts/reading classrooms, explicit vocabulary instruction should focus on general academic words (Beck, McKeown & Kucan, 2013). They risk reading less (both in volume and frequency), not understanding content-area texts or concepts well, writing lackluster essays and reports, and not being able to express themselves as well verbally. Their reading range is thus limited, their writing lacks specificity and voice, and their spoken language lacks range of word choice.
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