1. Module 4 Application
Emily Buffa
LIT5203: Strengthening Literacy
American College of Education
10 December 2016

2. Introduction
Vocabulary instruction is an often overlooked area
within instruction because some may not understand
how to teach vocabulary effectively or may not
understand the importance of it. However,
vocabulary should not be ignored because it affects
fluency and comprehension. As Bromley (2007)
notes, teaching vocabulary well is a key aspect to
fostering understanding because students often
have limited vocabularies, which can hinder
learning. In the following application, I will discuss
how different strategies can be applied to the
classroom to enhance vocabulary instruction.

3. Literacy Need
Opportunities
to develop
vocabulary
directly and
indirectly
throughout the
school day.

4. Researched Strategies:
Root Words & Affixes
Kieffer & Lesaux (2007):
- Students from urban and
low-income households more
likely to have limited
vocabularies.
- Language barrier
contributes to low vocabulary
acquisition.
- Grow vocabularies:
studying the morphemes (affixes
and root words) of words within

5. Researched Strategies:
Differentiated Instruction
Alaviania & Farhardy (2012):
- Students learn
vocabulary differently, meaning
one strategy may not work for
everyone.
- More impact if students’
learning styles & multiple
intelligences considered.
- Students are able to
focus on their strengths to learn.

6. Researched Strategies:
Interactive Word Walls
Harmon et al. (2009):
- Word walls serve a
purpose in the classroom: more
than a decoration.
- Interactive Word Walls:
Students engage in meaningful
activities to add to the word wall.
- Make more connections
to the words.

7. Researched Strategies:
Technology Integration
Prensky (2001):
Instant access to information using
technology, students often become
disengaged in school because they
are forced to slow down.
Yip & Kwan (2006)
- “Edutainment”: the use of
videogames and interactive
websites in the classroom.
- Games must continually
challenge students to have greater
impact on learning.

8. Researched Strategies:
Journals
Campbell (2009):
- Journals can be used as
a self-regulation tool
- Reflect on what they
learned, identify their strengths
and where they need
improvement.
- Make connections to their
learning.

9. Lesson: Vocabulary:
Fantastic Words and How
to Define ThemCommon Core Standards
- CCSS.ELA-LITERACY.CCRA.L.4 :
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases by using context clues,
analyzing meaningful word parts, and
consulting general and specialized
reference materials, as appropriate.
- CCSS.ELA-LITERACY.CCRA.L.6:
Acquire and use accurately a range of
general academic and domain-specific
words and phrases sufficient for
reading, writing, speaking, and listening
at the college and career readiness
level; demonstrate independence in
gathering vocabulary knowledge when
encountering an unknown term
important to comprehension or
expression.

10. Lesson: Vocabulary:
Fantastic Words and How
to Define ThemLesson Objectives
- Students will be able to identify
and clarify meaning of unknown
words and multiple-meaning
words and phrases using
different strategies, including
root words and affixes,
kinesthetic strategies, and
online games.
- Students will be able to
demonstrate their understand of
unknown words and multiple-
meaning words by expanding
upon the interactive word wall
with root word webs and three-
dimensional words.

11. Lesson: Vocabulary:
Fantastic Words and How
to Define ThemRequired Texts: NY Times
Modern Love series &
vocabulary list
Activity: Students will read,
mark the text, and take Cornell
Notes on the personal narratives
about love.
Differentiated Instruction: -
- Depending on students’
learning styles, they will
engage with text in different
ways; example: auditory
learners will listen to
personal narrative on Modern
Love podcast.

12. Lesson: Vocabulary:
Fantastic Words and How
to Define ThemRequired Texts: NY Times
Modern Love series &
vocabulary list
Activity: With their group,
they will be assigned a word
from the vocabulary list to
define and also be required to
find 2-3 words in personal
narratives to also define and
work with in this activity.

13. Lesson: Vocabulary:
Fantastic Words and How
to Define ThemRequired Texts: NY Times
Modern Love series &
vocabulary list
Activity:
- Students will create root
word web diagrams for
words.
- They will also create 3
dimensional word charts,
which include the word,
definition, image, and
sentence using the word

14. Lesson: Vocabulary:
Fantastic Words and How
to Define ThemRequired Texts: NY Times
Modern Love series & vocabulary
list
Activity: Create a presentation
for their words, according to the
groups’ learning style/multiple
intelligence.
Examples:
- Tactile Learners: vocabulary
skits
- Auditory Learners/Verbal
learners: create an audio
dictionary.

15. Lesson: Vocabulary:
Fantastic Words and How
to Define ThemRequired Texts: NY Times
Modern Love series &
vocabulary list
Activity:
- Students will collect all
the words and create
interactive flash cards on
Quizlet.

16. Lesson: Vocabulary:
Fantastic Words and How
to Define ThemRequired Texts: NY Times
Modern Love series &
vocabulary list
Reflection: Students will reflect
on their learning in a journal
entry.
- Discuss what they found
meaningful.
- Their strengths and areas
they need to improve in
terms of vocabulary.
- How they felt about today’s
lesson and activities and

17. Conclusion
The literacy need within my school is offering unique and
varied opportunities to develop vocabulary. Bromley
(2007) states that word learning is a complicated process
and without the right strategies, students can be easily
turned off to learning new words. Therefore, falling back
upon the old, traditional methods for vocabulary
instruction may not be as effective. That is why this
application uses a variety of different strategies to
engage students in vocabulary learning, paying special
attention their learning styles. Using root webs, three-
dimensional words, interactive word walls, and
technology in this lesson, I hope to build students’
confidence in learning new words and show them that
they already have the tools to learn new words, they just
have to challenge themselves.

18. References
Alavinia, P., & Farhady, S. (2012). Using differentiated instruction to teach vocabulary in mixed
ability classes with a focus on multiple intelligences and learning styles. International
Journal of Applied, 2(4).
Bromley, K. (2007). Nine things every teacher should know about words and vocabulary
instruction. Journal of Adolescent & Adult Literacy, 50(7), 528-536.
Campbell, C. (2009). Middle Years Students' Use of Self-regulating Strategies in an Online
Journaling Environment. Educational Technology & Society, 12(3), 98-106.
Harmon, J. M., Wood, K. D., Hedrick, W. B., Vintinner, J., & Willeford, T. (2009). Interactive
word walls: More than just reading the writing on the walls. Journal of Adolescent &
Adult Literacy, 52(5), 398-408.
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, “
vocabulary, and reading comprehension in the urban classroom. The reading teacher,
61(2), 134-144.
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning
English vocabulary. Educational media international, 43(3), 233-249.

19. Survey Questions
1. Do you believe the literacy need has been
highlighted in the research and activities?
2. How clear were the activities? Do you believe
any should be expanded upon with more details?
3. Which activity do you feel is the most applicable
to enhancing vocabulary acquisition?
4. Is there anything in the presentation that distracts
from the overall meaning?
5. Do you believe there is enough technology
integration in the activities? What would you
suggest I add that could enhance the lessons
and student learning?