According to the research reviewed from the National Reading Panel (2000), vocabulary is learned both indirectly and directly. Students learn vocabulary directly when they are explicitly taught both individual words and word-learning strategies. When word meanings are difficult or complex and not part of a child’s experiences, direct instruction of vocabulary found in particular text leads to a better reading comprehension. The Four Part Vocabulary program provides information to assist teachers and schools as they improve their research based vocabulary instruction.
Students add an estimated 2,000 to 3,000 words to their vocabularies each year. No amount of formal vocabulary instruction could result in the attainment of this large of a vocabulary each year. Students must learn the meaning of about eight new words a day to accomplish this growth. Research confirms that high quality instruction can address and overcome the issues surrounding oral language and vocabulary development. Michael Graves and his colleagues, authors of the book Teaching Reading in the 21st Century, advocate the use of a four-part vocabulary program. The four parts of the program include fostering word consciousness, encouraging wide reading, teaching individual words, and teaching word learning strategies. This presentation describes each part, explains how to incorporate each into your classroom and create a vocabulary rich environment.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.