Vocabulary Learning and Instruction in the Pre-K Classroom

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

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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.

Course Units & Objectives

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

Extended Resources Vocabulary.png

References

Mayer, Richard E. (2007). Learning and Instruction, Second edition. Merrill Prentice Hall. ISBN: 9780131707719.

https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1601&context=grp