Karen J Kindle wrote an article in The Reading Teacher in 2009 titled: "Vocabulary Development During Read-Alouds: Primary Practices." This article brought out some key points that I would like to share with you today. (My blog post this week is not class related but it is something that I can share with the K-2 teachers I will work with this school year. As an elementary school teacher, if you are not already doing read-alouds with your students, you should be. Read-alouds are proven to be an effective way to give vocabulary instruction. Read-alouds help build oral language skills, early literacy skills, and are a good means of developing rich vocabulary. Read-alouds help expose children to different words, and richer text than they would encounter by just reading their Basel and or their decodable readers. Wide reading, reading of lots of different texts is a good way to aid in vocabulary acquisition. The teacher needs only to consider these three things to get started with building vocabulary:
It is important to note that the way books are shared with students matters. Teachers should create conversations between themselves, the text, and the students by the questions and comments they interject as they read. Research is not clear as to how effective different types of questions during read-alouds are so just as a rule of thumb, be on purpose and intentional when doing a read-aloud for your students. Active involvement in the discussion is more noticeable than the types of questions that you ask.
Here are some instructional strategies mentioned in the article that may help you focus your read-alouds:
Kindle, Karen J. "Vocabulary Development During Read-Alouds: Primary Practices". The Reading Teacher 63.3 (2009): 202-211. Web.
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Pearl Garden, Ed.D has completed her dissertation research involving understanding the vocabulary instruction practices of early grade teachers. She has a passion for the new and novice educator, and it is her goal to help educators tackle the achievement gap with her research findings. She will use this blog to share what she has learned in “pearls of literacy”. The ideas come from her dissertation titled “A Content Analysis of the Vocabulary Instruction Habits by Early Grade Teachers”.