Vocabulary Learning and Instruction in the Pre-K Classroom
Overview and Purpose
"The highest rate of vocabulary development occurs during the preschool years; therefore, it represents a crucial time when we can intervene" (Neuman & Wright, 2014, p.4). It is estimated that children in the early school years should add at least 2,000 new words to their vocabulary each year. This is a tall order as a Pre-K teacher, and the question remains: How is this done and what does it look like in a pre-k classroom setting?
This mini-course will help assist you with planning vocabulary instruction for a unit topic of your choice. Overall, this is is a step-by-step tutorial on how to assess, monitor, and apply vocabulary instruction within a pre-k classroom based upon New York State's units.
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.
This mini-course includes the following units. Click the title of a unit to go to its page.
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.
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.
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.
Mayer, Richard E. (2007). Learning and Instruction, Second edition. Merrill Prentice Hall. ISBN: 9780131707719.