National Training on Literacy Instruction

Session 6
VOCABULARY INSTRUCTION

Prepared by:

GRETEL LAURA MOSCARE-CADIONG

Education Program Supervisor
Schools Division of Tacloban City
Region 8
Objectives
At the end of the session, teachers should be able to:

1. explain that vocabulary skill will better equip a learner develop reading fluency
and comprehension;
2. demonstrate interesting and innovative ways how vocabulary instruction can be
delivered in the classroom.

Key Understandings
1. Vocabulary is one of the six (6) essential elements in Reading instruction.
Hence, it stands as one of the literacy domains in the language arts
curriculum.
2. Building vocabulary is a foundation at any reading level. Researches revealed
that vocabulary is strongly related to reading comprehension. In a conclusion
of the 2000 Report of the National Reading Panel, it stated that a large
vocabulary is more specifically predictive and reflective of high levels of
reading achievement. As children learn to read, they must decode print but
they must have a vocabulary base in order to make sense of what they decode
(Owens 1996). The richer a learner’s vocabulary, the easier for him to get
through with what he reads.

Materials Time Allotment

 Session PowerPoint presentation 2 hours / 120 minutes
 LAC session video
 Print out of Activity Cards
Alignment to the PPST
3.1, 4.1, 5.3, 1.1, 1.2, and 1.5

References
Blachowicz, C. & Fisher P.J. (2014). Teaching Vocabulary in all Classrooms.
Pearson. England.

Diamond, L. & Gutlohn, L. (2006). Vocabulary Handbook.Consortium on

Reading Excellence, Inc.

Haggard, M. R. (1982). The vocabulary self-collection strategy: An active

approach to word learning. Journal of Reading, 26, 203-207.

Naemi, M. & Chow Voon Foo, T. 2015. Vocabulary Acquisition through Direct and
Indirect Learning Strategies. English Language Teaching. Vol.8, No. 10

Owens, Jr., Robert E. (1996). Language development: An introduction (fourth

edition).Boston, MA: Allyn and Bacon.

Pikulski, J.J. & Templeton, S. ( 2004), Teaching and Developing Vocabulary:

Key to Long-Term Reading Success. Boston, MA: Houghton Mifflin
Company.

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 Sedita, J. 2005 . Effective Vocabulary Instruction.
Retrieved on October 22, 2019 at https://www.keystoliteracy.com/wp-content/

Procedure

Introduce the session by saying: “Good ______ everyone. I am __________ of

____________. Welcome to an exciting LAC session 6. Our topic for today is
“Employing Vocabulary Instruction for Effective Word Structure and Meaning
Recognition”. This session will make us learn the importance of vocabulary
instruction in helping a learner become a successful and independent reader. Our
resource person for this session is Dr. Gretel Laura M. Cadiong, Education
Program Supervisor of the Schools Division of Tacloban City, Region 8. Before we
start, let us take note of the following session objectives. (Present the
abovementioned session objectives to the participants.)

Activity (30 minutes)

Activity 1: Check this Out!

Present the following statements to the participants. On a paper or notebook, let

them write Agree or Disagree to every statement.
1. Vocabulary is the knowledge of word and word meaning.
2. Vocabulary links phonics and comprehension.
3. Vocabulary is a thinking tool.
4. Vocabulary development begins when the child enters school.
5. Translations should be the first strategy to use in building vocabulary.
6. All difficult words should be unlocked.
7. Early vocabulary acquisition takes place through oral contexts.
8. Vocabulary instruction should always be taught explicitly.

Note to the facilitator: Checking of answers will be done before the end of the
session as post-discussion assessment.

Activity 2: Get engaged!

Note to the facilitator: Divide the participants into small groups of 3 to 5 members.
Give the following instructions to the participants
1. There will be five (5) tasks to do for your group.
2. Your group will be given a task sheet one at a time.
3. Three (3) tasks shall be done for five (5) minutes while the other two shall
be done for three (3) minutes.
4. Groups who finished the task ahead of the time will make a yell, then bring
the output to the front.
5. After the given time, all groups shall post the output whether finished or
unfinished.
6. After all the tasks have been done, there shall be sharing of outputs through
Gallery Walk which will be done for 5 minutes.

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Note to the Facilitator:
Distribute the task sheets to each group one at a time. Use the timer in the
powerpoint presentation to control the working time.
No checking of output after each task. Checking of outputs will be done as
discussion progresses.
Allow only the participants to display their outputs in a designated area and have
them do the Gallery Walk after all the tasks have been done.

Analysis (5 minutes)

Process the activity further by asking the following questions:

1. How did you find the tasks?
2. What specific competence/s is/are being developed as these tasks are
carried out?
3. Should vocabulary development be facilitated all the time with these kind of
activities? Why?
4. How would these kind of activities promote the learning of vocabularies?
5. Would vocabulary instruction aid in improving the reading levels of the
learners? Why?

Abstraction (45 minutes)

Before letting the participants watch the resource person’s video, present to them
first the following questions:

Pre-viewing Questions
1. What are the kind of vocabularies?
2. How do children acquire meaning vocabulary?
3. What kind of vocabulary will help learners go through their academic tasks?
4. How would learners use their receptive vocabulary? Their expressive
vocabulary?
5. What lays the foundation of vocabulary learning?
6. What are the ways vocabulary can be taught implicitly?
7. What are the techniques in explicit vocabulary instruction?
8. How would teachers create a rich-print environment?
9. What are some of the ways that will foster word consciousness among the
learners?
10. What will make picture clues as technique in developing vocabularies more
effective?

Ask the participants to jot down their answers to the pre-viewing questions as they
watch the video.

Viewing Session

Title: Employing Vocabulary Instruction for Effective Word Structure and

Meaning Recognition
Resource Person: Gretel Laura M. Cadiong, Chief Trainer, National
Training on Basic Literacy Instruction

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Discussion

After watching the video, let the participants process the information they gathered
by asking them to share their answers to the pre-viewing questions presented
earlier.

Reflection Questions

1. As a teacher, how would you make it possible for all your learners to
achieve the 50,000-word capacity at the time he reaches 12?

Application (30 minutes)

Chose one competency from the list below. Plan a lesson. Use one or more
strategies you learned today. Be ready to share your output.
• EN3V-IIab-5 Show understanding of meaning of words with initial
consonant blends through drawing, actions, and using them in sentences
• EN4V-IIe-33 Use prefixes and root words as clues to get meaning of words
• EN6V-IIIa8.1 EN6V-IIIa8.2 Clarify meaning of words using dictionaries,
thesaurus
• EN5V-Id-12 and 13 Infer the meaning of unfamiliar words ( affixed) based
on given context clues (synonyms, antonyms, word parts) and other
strategies

Discuss the answers in Check Out

1. Agree
2. Agree
3. Agree ( Reading involves thinking)
4. Disagree ( The child is already facilitated with meaning vocabulary when he
enters school.)
5. Disagree ( Not all words can be understood when translated into the Mother
Tongue. Some words are better understood when used in context.)
6. Disagree ( Only words with relevance to the story / selection should be
unlocked. The fewer the words, the stronger its retention.)
7. Agree
8. Disagree ( Vocabularies can also be learned implicitly.)

Exit Slips

Wind down the session by asking the participants to complete the following
sentence stems. Ask them to write down their answers on the cut out paper leaves
then paste them on the tree of wisdom posted on the wall. Let them present their
outputs.

In this session, I’ve realized that _________________________.

Hence, when I go back to my own class/school, I will _______________________.

Closing

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Say: “Before we end our LAC session today, let me share with you a quote from
Johann Wolfgang von Goethe.”

“The limits of my language are the limits of my universe.”

By helping the children increase their vocabularies, we will help them become
more independent readers. And when they become independent readers, we help
them broaden their world,