English Language Arts and Reading.3.3.A

The student is expected to

use print or digital resources to determine meaning, syllabication, and pronunciation;

vocabulary strand teks talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

Meaning is determined when students search for and come upon a clear understanding of a word or a concept. When students read a text, they will often come upon unfamiliar words. If a dictionary is available in print or digital format, students can look up the unknown word to decide which of the meanings included in the dictionary entry applies best to the way the word is being used in the text.
in speech or writing, the division of words into syllables
Students should use both print and digital resources such as dictionaries, encyclopedias, and diverse types of literary and academic books. Students should l learn the unique characteristics and capabilities of different types of resources. In some instances, print resources allow the development of note-taking skills, whereas digital resources can be useful to expand the knowledge from a multimodal perspective that may involve photographs, videos, and music.

Research

1. Jiang, H., Logan, J. A., & Jia, R. (2018). Modeling the Nature of Grammar and Vocabulary Trajectories From Prekindergarten to Third Grade. Journal of Speech, Language, and Hearing Research, 61(4), 910+. Retrieved from https://link.galegroup.com/apps/doc/A537852508/PROF?u=tea&sid=PROF&xid=e99ff053

Summary: This study investigated the longitudinal development of two important contributors to reading comprehension: grammar, and vocabulary skills. The target population was preschool to third grade. The researchers concluded that children's growth in grammar skills differ from their vocabulary growth. They determined that children's vocabulary skills are more stable than their grammar skills, and considered that grammar-focused interventions may have more impact than vocabulary interventions.

2. Goldstein, H., Ziolkowski, R. A., Bojczyk, K. E., Marty, A., Schneider, N., Harpring, J., & Haring, C. D. (2017). Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction. Journal of Speech, Language, and Hearing Research, 60(11), 3237+. Retrieved from https://link.galegroup.com/apps/doc/A515381613/PROF?u=tea&sid=PROF&xid=9bbfdf6e

Summary: This study investigated whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Researchers found that direct, explicit teaching of academic vocabulary embedded in children's stories showed great promise for students at risk for language or literacy difficulties.