Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K–5
Author: Blachowicz, C.L.Z., Fisher, P.J., Watts-Taffe, S. Publisher: Learning Point Associates Publication Date: 2005 Publication City: Naperville Publication State: IL Full text available online at:http://www.ncrel.org/litweb/vocabulary.php
Abstract (written by WestEd):
This monograph provides research-based information and K-5 classroom-based ideas to implement an integrated and comprehensive approach to vocabulary development. It first provides a knowledge base for evidence-based instruction and vocabulary development. It then discusses:
teaching specific vocabulary (comprehension words, useful words, academic words, and generative words) through explicit instruction — for example, the STAR model, semantic relationships (synonymy, antonymy, and morphology), and imagery and the keyword method;
teaching strategies for independent word learning, such as using morphological analysis (compound words, affixes, root words), contextual analysis, and references like the dictionary;
differentiating instruction (particularly for English language learners and emergent learners) and how to use technology and other techniques for differentiation; and
developing word awareness and ownership through word play, wide reading, and vocabulary as a schoolwide focus.
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