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Developing early literacy: Assessment and teaching
Figure 9.3 Word walls for building vocabulary about a topic
Vocabulary in picture talk or walk-through the book As children develop as readers, vocabulary can be introduced in guided reading lessons during the picture talk or walk-through before reading the book. The picture walk-through is a conversation about the text and is used to activate the children’s prior knowledge and experience. It may draw attention to the text type and syntax and also the vocabulary used in the book. The selection of vocabulary depends on the readers and the text, and can be used again in the after-reading discussion or writing activity.
Vocabulary meanings for developing readers As children develop as readers, more Tier 2 words occur in the texts they read. These words should be not too difficult or they will be beyond the child’s ability to learn, nor should they be too easy. They should be what Stahl and Stahl (2004) call ‘Goldilocks’ words—words that are just right. The words to be taught might be useful conceptual words that are new to the children, for example conservation or reptiles. The words might be high-utility words that occur in a range of texts or in a range of learning areas in school. Word definitions can be explored and used in games and activities. There are multiple ways to teach vocabulary using graphic organisers or semantic webs to explore the meanings of the words. Many teachers use activities such as WOW (Word Of the Week) where children post new words and definitions on a word wall and place a check mark beside the word each time it is used. The winning word has the most check marks. The selection of words to teach depends on what the children know already and what words occur in texts and conversations in school. Encouraging children’s curiosity about words, exploring words and talking about words are important for children as they develop as active learners and problem-solvers.
