From Theory to Practice
Learning new vocabulary words is important for all readers, and an important part of the learning process is finding the definitions. This lesson teaches students how to track unfamiliar words as they read, link these words to their background knowledge, create new sentences for their words, and finally develop a project that displays their new vocabulary. This lesson could be adapted for ELL students or students in grades 3 to 5.
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FROM THEORY TO PRACTICE
Rupley, W.H., Logan, J.W., & Nichols, W.D. (1998/1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52, 336346
- Vocabulary instruction, whether it is focused on narrative or informational text, is most effective when it relates new words or derivations of words to existing vocabulary and background knowledge.
- Active processing, which associates experiences and concepts with words, contributes significantly to vocabulary growth, comprehension, and continuous learning.
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