In this activity, students work in pairs. Accompanied with a more structured and formal reading program, the development of an organic vocabulary for the reading, writing, speaking,Īnd listening processes facilitates the overall literacy skills of the learner.Īn engaging strategy to generate vocabulary is called ABC Students routinely keep the individual lists current, which encourages meaningful use in reading and writing activities.
#Word build vocabulary update#
Students manage the boxes, logs, or journals as the owner of the words and update which they can place in word boxes (Showers et al., 1998) or in vocabulary logs or journals. Students canĬollect their words over time on word cards. Students can manipulate a personally relevant listing of words into written pieces that they can read with fluency and understanding. Students to write words from their speaking/listening vocabulary and to use organic word collections to spark the reading and writing processes. Organic reading and writing programs suggest ways for And, at the same time, the reading/writing vocabulary canĮnrich and enhance the speaking/listening vocabulary through a richness of topics that the reader may encounter or write spontaneously. Language that translates into the reading/writing vocabulary. In fact, the speaking/listening vocabulary often provides the cues for the rhythm and sound of the While the speaking/listening vocabulary is initially more expansive than the reading/writing vocabulary,īoth vocabularies are inextricably linked in the mind of the learner. It is important to note that vocabulary development encompasses a speaking/listening vocabulary, as well as a reading/writing vocabulary. Sight wordsĪre at the heart of the case for word knowledge as it relates to fluency. Phonemic awareness, phonics, and structural analyses. Moving from first words to next words is a method of sight vocabulary development that incorporates The concept of adding next words to first words focuses on the element of word knowledge as it relates to reading. These are their “first words,” and the “next words”Ĭonsist of the more formal vocabulary they add to this organic, natural language of their speaking vocabulary. These words comprise the key vocabulary, or the inner language, of learners. Students read what they write with fluency and comprehensionīecause it is their story written in their own words - words they know and comprehend. Increased comprehension enhances the written language of the learner. Fluency also comes from the written language of the reader since the student writes words he or she In turn, fluency in reading leads to increased comprehension. Students need to develop an extensive vocabulary to read with fluency. The act of reading calls for several critical elements to interact simultaneously: word knowledge, fluency, comprehension,Īnd writing.
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