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I BelieveVocabulary

Jessica Pearce Reading and Lit I

Upon finishing multiple different research based readings on vocabulary, I would say that my understanding and knowledge on the topic has greatly expanded and improved. I thought that the two sources of information that I used provided me with an extensive amount of information about vocabulary and its importance, vocabulary instruction, and the development of a childs vocabulary, along with many other topics relating to vocabulary. Vocabulary is considered to be a principle contributor to comprehension, fluency, and achievement (Bromley, 2007, p. 528). This contributes to the idea of why vocabulary instruction is so important in schools today. Fortunately, because vocabulary is e xtremely important to a students success and their achievement in school, we know a great deal about how to create an effective vocabulary program (Graves, Juel, Graves, & Dewitz, 2011). However, there is still a great divide from what we know about vocabulary instruction and what we (often, still) do(Bromley, 2007, p. 528). This means that we have a great deal of information about vocabulary instruction and how it should be done, but we are not doing that in the schools today. This is something that really needs to be changed. Because of this change that needs to happen, Karen Bromley wrote and discussed nine things that teachers may have forgotten (or never known) but need to remember about words and word learning to be effective teachers of vocabulary and their content area in her article Nine things that every teacher should know about words and vocabulary instruction (Bromley, 207, p. 5280). In this article, Bromley discusses a list of things that teachers need to remember, and ways to implement these ideas into their classrooms. One idea discussed is that Language proficiency grows from oral competence to written competence (Bromley, 2007, p. 529). What this means is that typically, the words students listen to and talk with are the foundation for what they will read and write later on in their lives. This sort of relates to the idea Graves, Juel, Graves and Dewitz (2011) had about how a variety of language experienceslistening, speaking, reading, and writingare important for childrens growth. This means that students need to hear and see language in multiple different

ways, not just always the same way. Doing this helps students vocabulary grow and benefits the student. As I stated before, having effective vocabulary instruction is vital to helping a student improve and grow in school. In my teaching placement in a kindergarten classroom at Southwestern Elementary School, I have seen a couple different ways that vocabulary was taught. One thing that I saw relates directly to the idea that teaching fewer words well is more effective than teaching several words in a cursory way, which was one of the nine things Bromley discussed (Bromley, 2007, p.535). My cooperating teaching does this very well I believe. She will usually teach the students one to three words at a time, and does so in a very direct manner. This helps the students to better understand the words. There is also a word wall, where all of the words that they have learned are under the letter that they begin with. My cooperating teacher also displays an attitude of excitement and interest and words and language, which is one of the nine things that Bromley discussed (Bromley, 2007, p. 535). She is always excited to teach the students new words, practice their reading with them, and read to the students. I believe that the things that are happening in my placement classroom are extremely helpful to the students and their growing vocabulary, and I want to continue with those ideas in my future classroom. I understand that word learning is an extremely complicated process and that it requires giving students a variety of opportunities (Bromley, 2007, p. 536). As a future educator, I will remember and work on the nine things that Bromley discussed in her article so that I can build students independent word learning strategies that can empower them for lifelong learning (Bromley, 2007, p. 536). When I land a teaching position, I will provide a variety of language experiences to my students. I will have them engage in real-life discussions, interactive oral reading, and shared storybook reading. I will immerse my future students in language and provide them with direct instruction that is thoughtful, intentional, and varied (Bromley, 2007, p. 536)!

References: Graves, M.F., Juel, C., Graves, B.B., Dewtiz, P. (2001). Teaching Reading in the 21st Century: Motivating All Learners. Boston, MA. Pearson. Bromley, Karen. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent and Adult Literacy, Vol. 50:7, P. 528-536.