Journal #1-Word Walk: Vocabulary Instruction for Young Readers - 10 views

• 
  #1 Michelle Repokis on 30 Jan 12

   

  Beauchat, A. K., & Blamey, L.J. (2011). Word Walk: Vocabulary Instruction for Young Readers. The Reading Teacher, 65.1, p 71-75.
  
  For my first journal critique, I chose to read an article about vocabulary instruction. This topic interested me because most of my students are English Language Learners that lack vocabulary. My students often do not understand basic vocabulary that most students would know and often do not retain new vocabulary easily.
  
  The article introduces and explains a strategy called Word Walk. This technique was adapted from the strategy Text Talk because it was too challenging for the younger ages. Word Walk is a strategy that helps students construct and comprehend new vocabulary during read-alouds. It explains step by step how to teach students new vocabulary through a two-day process, explaining word-by-word the exact language a teacher should use before reading, during reading, and after reading. The repeated exposure of the vocabulary makes sense especially in the early elementary setting, as well as only introducing two words at a time.
  
  Even though this article is geared towards pre-school and Kindergarten aged students, I can see using this at any grade level with English Language Learners. Without the same background knowledge and experiences as other students, vocabulary is harder for these students to learn. This would be a great strategy to use during guided reading with my ELLs. I read aloud to my students every day and would love to try this strategy during whole group lessons. We often focus on story elements and only discuss vocabulary during the reading. However, I need to put more focus on vocabulary instruction during my read-alouds in my classroom.

   

  <div class="cArrow"> </div><div class="cContentInner">Beauchat, A. K., & Blamey, L.J. (2011). Word Walk: Vocabulary Instruction for Young Readers. The Reading Teacher, 65.1, p 71-75. <br /> <br /> For my first journal critique, I chose to read an article about vocabulary instruction. This topic interested me because most of my students are English Language Learners that lack vocabulary. My students often do not understand basic vocabulary that most students would know and often do not retain new vocabulary easily. <br /> <br /> The article introduces and explains a strategy called Word Walk. This technique was adapted from the strategy Text Talk because it was too challenging for the younger ages. Word Walk is a strategy that helps students construct and comprehend new vocabulary during read-alouds. It explains step by step how to teach students new vocabulary through a two-day process, explaining word-by-word the exact language a teacher should use before reading, during reading, and after reading. The repeated exposure of the vocabulary makes sense especially in the early elementary setting, as well as only introducing two words at a time. <br /> <br /> Even though this article is geared towards pre-school and Kindergarten aged students, I can see using this at any grade level with English Language Learners. Without the same background knowledge and experiences as other students, vocabulary is harder for these students to learn. This would be a great strategy to use during guided reading with my ELLs. I read aloud to my students every day and would love to try this strategy during whole group lessons. We often focus on story elements and only discuss vocabulary during the reading. However, I need to put more focus on vocabulary instruction during my read-alouds in my classroom.</div>

  ...

  Cancel

To Top