Vocabulary+Graphic+Organizers

Initiated by Colleen Varda
 * Visual Strategies for Vocabulary Development **

Vocabulary instruction is widely recognized as a critical component of instruction in elementary classrooms. In fact, the Report of the National Reading Panel (NRP, 2000) established vocabulary instruction as one of the five key components of effective literacy instruction. Because of the link between vocabulary/word knowledge and comprehension, it is important that early childhood teachers and English language teachers devote instructional time to direct vocabulary instruction.

Not every unknown word that a child will encounter in a text can be explicitly taught to them. Therefore, teachers must make careful decisions about the words they will cover with students. Beck, McKeown, and Kucan (2002) suggest that teachers should choose words that are critical for comprehension and encountered frequently in the text. They describe these words as Tier 2 words. Marzano (2004) recommends choosing words that are subject-specific words. Both of these approaches acknowledge the critical action of choosing words whose meanings will allow students to more successfully read a text. After the vocabulary words for direct instruction have been chosen, teachers must determine how to teach the meaning of the new words. Visual strategies, such as graphic organizers, are one tool available to teachers and students when learning new words.

Benefits of Using Graphic Organizers for New Vocabulary Visual strategies can be used to help students understand new or complex concepts. Graphic organizers present information in a spatial format. This format, which relies heavily on graphics as opposed to words, allows students to concentrate on concepts without being weighed down by the task of reading large amounts of text. The reliance on graphic features makes the use of graphic organizers an especially beneficial tool for English language learners (Ritchie & Gimenez, 1995-1996).

There are many benefits to using visual strategies with all students, including beginning readers and English language learners. Graphic organizers allow students to make connections between unknown words and past experiences and current knowledge (Winters, 1991). For example, when using a Frayer model (Frayer, Frederick, & Klausmeier, 1969), students write a definition in their own words and also record examples and nonexamples of the new term or concept. This action allows students to connect the new knowledge with their prior experiences, a strategy shown to increase memory and understanding. Graphic organizers also allow students to recognize and explore the relationship among terms and concepts. For example, when completing a graphic web, students draw lines to connect related terms and concepts (IRA, 2002, p. 119). One final benefit of using graphic organizers is that it allows students to be active participants in their learning. When students work to create graphic organizers, or other visual representations, they are actively involved in constructing new knowledge (Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006).

Examples of Visual Strategies for Vocabulary Instruction

Webbing Webbing is a tool that helps students see the relationship between terms and concepts, organize ideas prior to reading, and connect the new term or concept to prior knowledge and experiences. Webbing can be completed by the teacher, as a class, in small groups, or individually. To create a web, a learner places the new term or concept in the center of the web and then brainstorms and connects related terms and concepts to the main term. http://itc.gsu.edu/academymodules/a304/support/xpages/a304b0_20800.html

Semantic Word Map Semantic mapping is a tool that allows learners to make connections between new vocabulary and prior knowledge and experience. To complete semantic mapping, a teacher writes a new vocabulary word. Under the word, students brainstorm related words. Students then work to categorize the words (Heilman, Blair, & Rupley, 1998). Completing a semantic word map requires students to brainstorm and discuss new words and concepts.

http://urbanext.illinois.edu/apples/edu-projects_1B.cfm Concept Wheel A concept wheel is a versatile graphic organizer that allows students to explore various components of a term or concept. The term or concept is recorded in the middle of a circle. The surrounding area is divided up into segments. The segments can be used to record minor details, characteristics, or examples. This organizer is beneficial for displaying the components of a term or concept. http://www.worksheetlibrary.com/subjects/graphicorganizers/relational/wheel/

Concept of Definition <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Creating a concept of definition organizer allows students to organize information related to a term or concept, and ultimately, create a definition for the term. When creating a concept of definition map (Schwartz & Raphael, 1985), students organize information into the following sections: categories (What is it?), properties (What is it like?), illustrations (What are some examples?), and sometimes comparisons (How are examples same or different?). After brainstorming in each category, students create an oral definition for the term. http://www.readingquest.org/strat/cdmap.html

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">References: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Blachowicz, C.L.Z, Fisher, P.J.L, Ogle, D., & Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. //Reading Research Quarterly, 41,// 524-539. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Beck, I.L., McKeown, M.G., & Kucan, L. (2002). //Bringing words to life: Robust vocabulary instruction.// New York, NY: Guilford Publications. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Frayer, D.A., Frederick, W.C., & Klausmeier, H.J. (1969). //A schema for testing the level of concept mastery// (Technical Report No. 16). Madison, WI: University of Wisconsin, Research and Development Center for Cognitive Learning. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Heilman, A.W., Blair, T.R., & Rupley, W.H. (1998). //Principles and practices of teaching reading// (9th ed.). Columbus, OH: Merril/Prentice Hall. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">International Reading Association (IRA). (2002). //Evidence-based reading instruction: Putting the National Reading Panel report into practice.// Newark, DE: Author. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Marzano, R. 2004. Building Background Knowledge for Academic Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">National Reading Panel (NRP). (2000). //Report of the National Reading Panel: Teaching children to read. Reports of the subgroups// (NIH Publication no. 00-4754). Washington DC: U.S. Government Printing Office. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ritchie, D., & Gimenez, F. (1995-1996). Effectiveness of graphic organizers in computer-based instruction with dominant Spanish-speaking and dominant English speaking students//. Journal of Research on Computing in Education//, //28,// 221-233. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rupley, W.H., Logan, J.W., & Nichols, W.D. (1998-1999). Vocabulary instruction in a balanced reading program//.// //The Reading Teacher, 52//(4), 336-346. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Schwartz, R.M., & Raphael, T.E. (1985). An empirically based instructional design theory for teaching concepts. //Review of Educational Research//, //39//, 198-205. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Winters, R. (1991). Vocabulary anchors: Building conceptual connections with young readers. //The Reading Teacher, 54//(7), 659-662.