Cirg 653

EFFECTIVE INSTRUCTIONAL STRATEGIES:
CONVERSATION, VOCABULARY,
AND COMPREHENSION
Summer Grose
CIRG 653 Literacy Acquisition
Dr. Isaac Larison
2 April 2024
Overview
Educational strategies on
Language development
for young children:
o vocabulary instruction
o text comprehension
o conversation This Photo by Unknown Author is licensed under CC BY-NC-ND

Social Construction of
Knowledge
 Knowledge is developed through
 social interactions
 connecting what we know to new information
 Instruction should aim to help learners create

connections.
(Vygotsky, 1968).
vocabulary
comprehen
discussion
sion
Conversation
 “There is no widely accepted

definition of conversation as a
speech event” (Warren 2005).
 casual talk between two or more

people.
This Photo by Unknown Author is licensed under CC BY
Instructional Conversation
 “a discussion-based lesson that develops

students’ conceptual and linguistic skills through
guided discourse where all students are held
accountable for participation” (Goldsmith,
2013).
 encourage student participation and enhance

overall language skills.
 provide students with feedback on their

communication helps refine their speaking and
listening skills. Photo by Limor Zellermayer on Unsplash
Teaching Strategy:
Think-Pair-Share
Photo by Limor Zellermayer on Unsplash
 “An easy-to-use but powerful technique for fostering discussion and thinking” (Lyman, 1981).
 Think: The teacher asks students a question to ponder for a set time.
 Pair: Students share their responses with a classmate.
 Share: The student or pair share their thoughts with the class.
Vocabulary
 “knowledge of a word not only implies a
definition but also implies how that word
fits into the world.” (Stahl, 2005)
 morphology
 semantics
 grammar
 semantic relationships
(
Developing Vocabulary
 “Words are learned gradually and in

context.” (Gunning, 2020)
 Learners need regular exposure to learn a

word.
 Gaining an understanding of the “key

attributes” of a word helps acquisition:
 definition
 pronunciation
 spelling
 morphology
 syntax. Photo by Limor Zellermayer on Unsplash

Teaching Strategy:
Scope-and-Sequence Chart
 In upper grades, “knowledge of morphemic
elements becomes more important for
handling increasingly complex reading
material.” (Gunning, 2020)
 provide students with scope-and-sequence charts
 select words from readings.
 guide students in filling their charts with
appropriate prefixes, roots, and suffixes.

Text Comprehension
 “A constructive, interactive
process involving three factors—
the reader, the text, and the
context in which the text is read.”
(Gunning, 2020)
 readers are unique.
 texts are unique.
 contexts are unique. Photo by Limor Zellermayer on Unsplash

Teaching Strategy:
The Cloze Procedure
 A technique where students construct images of
a text to foster understanding (Gunning, 2020).
 Teacher reads a text to students that includes strong
imagery.
 Students are asked to close their eyes as the text is
being read.
 Once the text is read, students discuss “what they
This Photo by Unknown Author is licensed under CC BY

saw, heard, and felt.”
Utilizing Educational
Resources
 Resource Variety: Incorporating a variety of educational resources such as
books, digital media, and interactive tools to cater to different learning
styles.
 Technology Integration: Utilizing technology in the classroom, such as

tablets and educational software, to make learning interactive and engaging.
 Hands-on Learning: Encouraging hands-on learning through manipulatives

and experiments to promote active engagement and discovery.
 Resource Accessibility: Ensuring all students have equal access to resources,

adapting materials to meet diverse needs.
References
Goldsmith, W. “Enhancing Classroom Conversation for All Students,” Phi Delta
Kappan (2013) 94(7), 48-52
Gunning, T. G. (2020). Creating literacy instruction for all students. Tenth Edition.
Pearson Merrill Prentice Hall.
Lyman, F. (1981). The responsive classroom discussion. In A. S. Anderson (Ed.),

Mainstreaming digest (pp. 109–113). College Park: University of Maryland, College of
Education.
Stahl, S.A. 2005. Four problems with teaching word meanings (and what to do to make
vocabulary an integral part of instruction). In E.H. Hiebert and M.L. Kamil (eds.),
Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ:
Erlbaum.
Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.

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EFFECTIVE INSTRUCTIONAL STRATEGIES:

o conversation This Photo by Unknown Author is licensed under CC BY-NC-ND

 connecting what we know to new information

 Instruction should aim to help learners create

 “There is no widely accepted

 casual talk between two or more

 “a discussion-based lesson that develops

 encourage student participation and enhance

 provide students with feedback on their

 Pair: Students share their responses with a classmate.

 “knowledge of a word not only implies a

definition but also implies how that word

fits into the world.” (Stahl, 2005)

 “Words are learned gradually and in

 Learners need regular exposure to learn a

 Gaining an understanding of the “key

 syntax. Photo by Limor Zellermayer on Unsplash

 In upper grades, “knowledge of morphemic

elements becomes more important for

handling increasingly complex reading

material.” (Gunning, 2020)

 provide students with scope-and-sequence charts

 select words from readings.

 guide students in filling their charts with

appropriate prefixes, roots, and suffixes.

 texts are unique.

 contexts are unique. Photo by Limor Zellermayer on Unsplash

 A technique where students construct images of

a text to foster understanding (Gunning, 2020).

 Teacher reads a text to students that includes strong

 Students are asked to close their eyes as the text is

 Once the text is read, students discuss “what they

This Photo by Unknown Author is licensed under CC BY

 Technology Integration: Utilizing technology in the classroom, such as

 Hands-on Learning: Encouraging hands-on learning through manipulatives

 Resource Accessibility: Ensuring all students have equal access to resources,

Lyman, F. (1981). The responsive classroom discussion. In A. S. Anderson (Ed.),

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.

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