Wednesday, April 9, 2014

RICA Competency 11: Vocabulary, Academic Language and Background Knowledge


Introduction

This competency focuses on how to teach and assess vocabulary. It provides many strategies and methods for teachers to use in the classroom and highlights the following: research based principles of vocabulary instruction, direct teaching is specific words, independent word learning strategies, developing word consciousness in students, instructional activities to support what students have learned, meeting the needs of all learners and assessment of vocabulary, academic language and background knowledge. 

Examples


Research has shown that vocabulary instruction is most effective when it fits the age and ability of the students. Using context when defining words also helps students to retain necessary information and when children have repeated exposure to words, they are more likely to learn their meaning. (pg. 79)

Another way for students to learn meaning is to learn how to use the dictionary. Over the years, I myself have benefited greatly in my studies and even in the workplace simply by knowing how to look words up or use the reference section. This type of processing encourages the student to improve their knowledge of alphabetical order, using guide words and also provides them an opportunity to deal with words that have multiple meanings. (pg. 83)

“In order to continue to develop student independence, teachers should next teach dictionary usage and the strategies of self-selection and word knowledge rating.” (Learning to Read pg. 328)

This strategy will be extremely helpful to students in all areas of life as it encourages them to use their own skills and think for themselves. Students who have the access and ability to find and use words outside of their comfort zone will also build the confidence to challenge themselves in their learning experience.

Differentiation

IF a student has not yet learned the meaning of a word THEN the teacher can use strategies such as semantic maps or words sorts to help the student make connections between words and their meanings. 

IF a student is reading and cannot decipher the meaning of word THEN the teacher can model how to use a dictionary in order to help them use it independently in the future.

IF a student is familiar with a target word THEN the teacher can assess this knowledge by asking them to use a synonym or analogy. 


Assessments

Target vocabulary words will be used in a sentence and students will choose from multiple choice definitions. 



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