Get All "Jazzed Up" for Vocabulary Instruction: Strategies That Engage

Autor/inn/en	Gallagher, Melissa A.; Anderson, Blythe E.
Titel	Get All "Jazzed Up" for Vocabulary Instruction: Strategies That Engage
Quelle	In: Reading Teacher, 70 (2016) 3, S.273-282 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1498
Schlagwörter	Vocabulary Development; Reading Instruction; Reading Comprehension; Elementary School Teachers; Grade 5; Teaching Methods; Best Practices; Pictorial Stimuli; Retention (Psychology); Learning Strategies; Accountability; Personal Autonomy; Cooperative Learning + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Leseunterricht; Leseverstehen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Fantasieanregung; Merkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Verantwortung; Individuelle Autonomie; Kooperatives Lernen
Abstract	Vocabulary instruction is a key component of reading comprehension but is often not addressed sufficiently in classrooms. The authors worked with a team of fifth-grade teachers in professional development targeted to learning instructional strategies for developing students' vocabularies. In this article, the authors share two strategies that the teachers said their students found most engaging: the Graffiti Wall and the Picture Word Wall. Both strategies were the teachers' adaptations of strategies shared with them and were built on best practices from literacy research, including explicit vocabulary instruction, a gradual release of responsibility, using pictures to support retention, ongoing review, word learning strategies, universal participation and accountability, encouraging student autonomy, using challenging and interesting texts, and fostering collaboration. This article describes the two strategies so that any teacher could try them tomorrow. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01