Beck, I., McKeown M., & Kucan, L. (2010). Choosing words to teach. Reading Rockets. Retrieved from: http://www.readingrockets.org/article/40304/ This article provides insight for teachers on how to select vocabulary words to use in the classroom. It discusses the three Tiers of words developed by Beck, McKeown and Kucan. The authors also provide many examples of words that are appropriate for all levels of students.
Blarney, K. , Beauchat, K. (2011). Word walk. Reading Teacher, 65(1), 71-75. Retrieved from http://proxy.geneseo.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=73908382&site=ehost-live&scope=site This article focuses on the importance of teaching elementary students new words through reading. The authors of this article emphasize and discuss some strategies that could be used before, during, and after reading to focus the attention of your students on a few new words for every text that you read. They call this strategy the "word walk" because you are going through a text and teaching your students new words as you go along with reading the text.
Christ, T. , Wang, C. , Ryan, S. (2010). Bridging the vocabulary gap: What the Research tells us about Vocabulary Instruction in Early Childhood. Young Children 65(4),84-91. Retrieved from http://proxy.geneseo.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508173012&site=ehost-live&scope=site This article is surrounded upon strategies that have been researched and found effective for supporting young childrens vocabulary learning. The strategies discussed throughout this article are ones that have the goal of exposing students to purposeful vocabulary, figuring out word meanings, word learning strategies, and opportunities for students to use the new vocabulary that they are learning.
Freezell, G. (2012). Robust vocabulary instruction in a readers' workshop. The Reading Teacher, 66(3), 233-237. Retrieved from http://proxy.geneseo.edu:2077/genre=article&issn=00340561&title=ReadingTeacher&volume=66&issue=3&date=20121101&atitle=Robust Vocabulary Instruction in a Readers'Workshop&spage=233&sid=EBSCO:eric&pid= In this article, Feezell describes how he adapted his readers’ workshop by adding robust vocabulary instruction to expand his students’ vocabulary. The students submit words then come across in their reading and lives that they are unfamiliar with and put them in the “word box” and then the teacher chooses words to teach during whole group instruction from them. He describes each step of the week long process of learning the words including learning the definitions, writing sentences together, practicing the words using various activities and then accessing the students understanding of the words.
Jackson, J., Tripp, S., Cox & K. (2011). Interactive word walls: Transorming content vocabulary instruction. Science Scope, 35(3), 45-49. Retrieved from http://proxy.geneseo.edu:2073/ehost/pdfviewer/pdfviewer?vid=9&sid=7c20f599-9d40-44c2-aa10-9db8ccef90fd%40sessionmgr14&hid=17 The authors of this article explain that when word walls are interactive they are more effective in teaching content based vocabulary to students, especially English language learners. Interactive word walls are word walls where the words are arranged in a way that shows how they are connected to each other, that are created with students and materials they bring in, and contain visual aids that are color pictures, photographs or actual items (realia).
Jalongo, M.R., & Sobolak (2011). Supporting young children's vocabulary growth: The challenges, the benefits and evidence-based strategies. Early Childhood Education Journal, 38, 421-429. Retrieved from: http://proxy.geneseo.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ915821&site=ehost-live&scope=site This article provides an abundance of information related to the importance of supporting vocabulary development in young children. It emphasizes that all students, regardless of socio-economic status or background, need to make significant gains in both receptive and expressive vocabulary in order to support their growth in literacy. The authors provide means in which to actively engage students in vocabulary instruction in order for them to remember new words and begin to grasp the multiple meanings of words. An abundance of effective vocabulary practices are integrated throughout.
Neuman, S. B., & Roskos, K. (2012). More than teachable moments: Enhancing oral vocabulary instruction in your classroom. Reading Teacher, 66(1), 63-67. Retrieved from http://proxy.geneseo.edu:2073/ehost/pdfviewer/pdfviewer?vid=4&sid=7c20f599-9d40-44c2-aa10-9db8ccef90fd%40sessionmgr14&hid=17 In this article, Neuman and Roskos explain why teachable moments, unplanned opportunities to teach something new, are valuable to students’ learning new vocabulary, but that they are not enough. They explain that on top of teachable moments, teachers should choose specific words to teach explicitly. They provide instruction on how to choose what words to teach, how to link words together in groups to help students learn them, and how to plan instructional strategies to provide frequent and meaningful exposure to the words.
Spencer, E. J., Goldstein, H., & Kaminski, R. (2012). Teaching vocabulary in storybooks: Embedding explicit vocabulary instruction for young children. Young Exceptional Children, 15(1), 18-32. Retrieved from http://proxy.geneseo.edu:2760/content/15/1/18.full.pdf html The authors of this article address the significance, based on research, of using picture books to provide explicit vocabulary instruction for young children and provides guidance on how to successfully do this. They define the characteristics that make explicit instruction effective. They then take the teacher step by step through the crucial planning process of choosing what important words to teach, what instructional activities to use to teach them, and how to access the students’ understanding of these words.