Ell Storybook Intervention

The students need further intervention in vocabulary development in the technology education content area. There are many strategies for teaching academic vocabulary each of which can provide students with opportunities to build word knowledge. After some investigation of the strategies, this researcher determined that Marzano’s Six-Step Process for Building Academic Vocabulary best suits the sixth-grade technology class. Marzano’s Six-Step Process for Building Academic Vocabulary will be used as the basis for vocabulary development intervention. Marzano's Six-Step Process promotes the use of both technology and games to increase vocabulary development.

1. This document teaches students how to read the word by introducing lots of vocabulary and

Ask students about things, places or events that connect to these terms in some way. Have students give a few examples. Write their examples on the board, so students can begin to see how the CD word map will develop.

In addition to the vocabulary in their readings, students have been expected to learn twenty-five new vocabulary words per week. The focus is not on rote memorization of definitions; students must know synonyms, antonyms, and especially how to use vocabulary words in the context of the entire sentence. They study how to choose the right word for their purpose (diction) and analyze the subtleties of language.

Learning New Words From Storybooks: An Efficacy Study With At-Risk Kindergartners by Laura M. Justice, Joanne Meier and Sharon Walpole set out to evaluate the effectiveness of implementing storybook reading activities to at risk kindergarten children who are in low socioeconomic status communities. The study examined the ability to learn new words from reading the same books over a period of 10 weeks and whether elaboration versus non-elaboration of specific words in context would influence the accusation of vocabulary. This is relevant to reading as vocabulary acquisition is a strong predictor for future reading performance. The study several references research articles in which deficits in vocabulary suggested potential future reading problems. Given this idea, the study aimed to identify means in which to enhance low SES children's vocabulary in order to potentially encourage future reading development.

In chapter eight of their book, Content Area Reading: Literacy and Learning Across the Curriculum, Vacca et al. (2014, pp. 238-279) discuss “developing vocabulary and concepts” in the class room. The authors present numerous strategies throughout this chapter and real world examples of them in action in a classroom. This chapter contains a plethora of information that is invaluable to the classroom teacher who is preparing students to understand the challenging vocabulary words they will be reading over or tested on. While reading this chapter, I came across many concepts and terms that were familiar to me and a few that were new or surprising.

Grace moved to Boise, ID, from Korea, less than a year ago. While I have seen her grow over the past couple of months in her reading and spelling, I feel Grace would benefit from increasing her academic vocabulary knowledge. An example of this is when I read a book about raking leaves and did not realize that this was not basic vocabulary knowledge for her. She struggled with reading the story and with comprehension, simply because of her lack of vocabulary understanding. While I realize I need to teach Grace vocabulary, I have struggled with figuring out the best way to do this. I want to teach vocabulary in a way that will be relevant and engaging for Grace. I decided to do some research on the topic of teaching vocabulary to students.

I began the research through developing a list of key words and terms that were relevant to my chosen topic of kindergarten vocabulary instruction. These terms included, but were not limited to kindergarten vocabulary instruction, effective vocabulary instruction, vocabulary instruction, and kindergarten classroom practices. Using Eagle search, Education Full Text, and Google Scholar I was able to find four pertinent studies using the key term “kindergarten vocabulary instruction”. After reading the abstracts of these four studies, I changed the key terms and searched emergent vocabulary instruction,

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

Vocabulary is a crucial part of language that it is unattainable for a language system to achieve without them. Language structure is considered “the skeleton of the language,” it agreed that vocabulary is “the vital organs and flesh” (Harmer, 1991). So learning a language is to learn its vocabulary first. The acquisition of vocabulary is the central task for second language acquisition, and the language learners’ vocabulary competence takes a prestigious effect on the development and improvement of their ability to listen, speak, read and write (Lewis, 1993). In Vietnam, English education is intensely concentrated to all over the country and English has become a compulsory subject at all colleges and universities. However, we are often faced with such a situation: the students, after having learnt English for so many years, can memorize a large

Acquisition of language is often a very difficult task that requires time and commitment. To learn language one needs to focus and various aspects of language that include reading, writing, listening, speaking, and pronunciation. Perhaps one of the most difficult and time consuming tasks that exist in language learning is lexical acquisition. To accurately express oneself, a large lexical inventory is required. Vocabulary learning is accomplished by many different methods; memorization and multiple exposures are required and, in addition, one needs to learn a word’s collocations and syntactic constraints. There has been much research done that focuses on methods of teaching vocabulary and extensive reading is one such method.

Abstract: Nowadays, it is strongly irrefutable that vocabulary skills founds the stepping-stone to language learning and should be at the epicenter of language teaching, in re to the fact that much cannot be conveyed without grammar; nothing can be imparted without vocabulary. Understanding the key notions of how vocabulary is acquired can help language teachers be able to dispense more realistic and effective vocabulary teaching. With this thought in mind, it is crucial to acquaint students with vocabulary learning strategies (VLS) so that they can do this more effectively. With the expansion of research on vocabulary learning strategy instruction, the question to be addressed is whether training on strategies will culminate in improvement in language learners or not. Hence, based on the significance ascribed to teaching vocabulary learning strategies in the process of language learning, the present paper endeavors to cull evidences and scour the effectiveness of teaching vocabulary learning strategies.

Whereas according to Richards and Renandya (2002) (as cited in Rohmatillah, 2014), vocabulary is a core component of language proficiency and

Vocabulary plays an important role in learning English. Without vocabulary, the students cannot understand what they are going to read, speak even write. David Wilkins in Thornburry (2002) stated that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed . You can say very little grammar, but you can say almost anything with words”. From that statement, it is clear that vocabulary has an important role in language. If the students have a lot of vocabulary, they will be easy to learn English as well as in everyday