Difference between revisions of "Vocabulary Learning and Instruction in the Pre-K Classroom"

(Overview and Purpose)
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[[Michelle DeLace]]
[[Michelle DeLace]]
== '''Overview and Purpose''' ==
== '''Overview and Purpose''' ==

Revision as of 14:48, 10 November 2019

Return to: ETAP 623 Fall 2019 (Zhang) | Michelle DeLace


Overview and Purpose

overview of how this course works. The importance of the topic may be demonstrated through problem scenarios, storytelling, case analysis, statistics, etc.

This is a step-by-step tutorial on how to assess and monitor vocabulary instruction and progression throughout a New York State based pre-k classroom.

Teachers are given specific unit topics and standards to teach their students in Pre-K. Within these units are an extensive amount of vocabulary words that must be introduced and explained to the students. This course will analyze the standards and expectations that the state holds on teachers and students as well as effective strategies and resources to use in order to successfully teach vocabulary within a Pre-K classroom.

Needs Assessment

Instructional Problems: The environment within a Pre-K classroom includes an abundance of literacy which not only flows through the air, but can be found on all walls, doors, and windows. This literate filled classroom is the center, and beginning, of authentic learning found in school. Vocabulary development has a strong influence on literacy skills found within students’, seen within the later grades, as well as academic success, seen across academic disciplines. Mayer (2007) suggests that “if building a vocabulary is a prerequisite for learning to read, it is useful to ask where children’s vocabularies come from and how best to foster this vocabulary growth” (p. 63).

Teaching vocabulary is supposed to be less "drill" and more learning through reading and exploring environments. In the younger grades specifically, it is important to introduce many vocabulary words, but teachers are left wondering how to do so when provided with minimal resources. The intent of this course is to help teachers, specifically special educators or pre-k teachers, learn strategies in teaching vocabulary to their students. Vocabulary instruction cannot rely solely on children's books recommended by the curriculum. Teachers will have to introduce and engage students in vocabulary learning using different approaches. The intent of this course is to help assist teachers in teaching specific vocabulary words to their students. The benefits of teaching vocabulary as well as language development benefits will also be reviewed.

Gathering Information & Results: In order to better understand the need for this course, I assessed the curriculums recommendations for books regarding specific themes. For this specific example, I used the Transportation theme (i.e., one out of the nine units provided in the pre-k curriculum) in order to demonstrate that vocabulary instruction cannot be relied on with read alouds. Four foundational texts were examined and analyzed in order to see how much vocabulary is being portrayed in children's books. As stated earlier, this course is using the unit "Transportation" as an example. Within this unit, 74 vocabulary words are included in the curriculum. The following results show how many vocabulary words are within the following foundational texts for this unit:

Book 1: Go! Go! Go! Stop! by Charise Mericle Harper = 3 vocabulary words found within the text + 8 vocabulary words found within illustrations

Book 2: The Bus For Us by Suzanne Bloom = 5 vocabulary words found within the text + 3 vocabulary words found within illustrations

Book 3: Whose Vehicle is This? by Sharon Katz Cooper = 19 vocabulary words found within the text + 1 vocabulary word found within illustrations

Book 4: What Do Wheels Do All Day? by April Jones Prince = 1 vocabulary word found within the text + 15 vocabulary words found within illustration

By analyzing children's books individually, it can be shown that all vocabulary words within the unit are not being covered solely through books. Other strategies and techniques will need to be used in order for vocabulary exposure and instruction.

Performance Objectives

Participants will be able to:

  • Identify the curriculum standards of vocabulary related to Pre-K by matching them to classroom based activities.
  • Structure activities and chunk these tasks to guide student learning regarding vocabulary development with the assistance of a rubric.
  • Reflect on and compare the strategies used for vocabulary development as well as the impact it takes on student learning.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: Choosing, Dissecting and Assessing Vocabulary for your Pre-K Unit

Participants will choose a unit from the Pre-K curriculum and will be shown a way to assess their learners. Participants will identify standard based objectives for Pre-K vocabulary instruction.

Unit 2: Creating Effective Learning Environments for Vocabulary Instruction in Pre-K

Participants will learn about effective strategies to teach vocabulary and will create lessons based upon the unit they chose. Participants will execute lessons within the classroom.

Unit 3: Reflecting Upon Vocabulary Instruction in the Pre-K Classroom

Participants will perform a post-assessment with their learners and will analyze the results. Participants will reflect on their teaching as well as the students performance.

Extended Resources