Introduction
Building vocabulary is important for students’ success throughout their school careers. Word knowledge is gained more effectively through a generative approach with explicit instruction in word analysis and word consciousness, using reading materials and lessons that explore derivations of words and word families (Rasinski, Padak, Newton, & Newton, 2011). The process of learning new words requires students to make connections with prior knowledge during independent reading. Laying the groundwork for effective word acquisition enables students to incorporate new words into their word schemata. Students who have been instructed in morphological word analysis have shown greater improvement in word knowledge than those who have been instructed through rote-memorization and mnemonics (Beck, McKeown, & Kucan, 2002). In a study using word mapping, students showed improvement in word analysis skills using this strategy (Harris, Shumaker, & Deschler, 2011). In their article on vocabulary in the classroom, Blachowicz, Fisher, and Ogle (2006) found that students actively engaged in a word-rich environment will acquire new vocabulary through intentional word learning strategies, such as written semantic analysis or incidental strategies such as read-alouds. Additionally, Blachowicz et al. (2006), found benefits for English language learners (ELLs) in the use of cloze procedures and word analysis, as cognates become helpful in aiding students to make connections between languages. Another compelling argument for generative word instruction is the anchor standards for language in the Massachusetts Curriculum Framework for English Language Arts (2011), which states that fourth graders are expected to be able to determine and clarify word meanings by analyzing meaningful word parts (p. 40). Building students’ vocabularies through intentional and incidental word learning strategies enriches students’ writing. Words incorporated into students’ oral and written vocabularies provide students with a bank of words they can call on to make their writing more expressive and rich. In review of the literature on intentional and incidental word learning, activities that foster internalization of rich, expressive Tier 2 words (Hutton, 2008), in morphological analysis of words, word origins, word parts, parts of speech, and sentences foster word learning and promotes wider use. Tier 2 words as those that must be taught explicitly as they are “high frequency words for mature language users” and add to students’ ability with language (Beck, et al., 2006). Incidental word learning instruction involving interactive read-alouds using mentor texts fosters vocabulary building. Students learn to identify Tier 2 words and look for analytical trait writing examples, which promotes “writing like a reader” (Manak, 2011, p. 10). Incidental word learning also was fostered through discussion of words encountered in students’ independent reading, and rich word use in the classroom. The Analytical Trait Writing model (6 + 1 Traits) was used to instruct students in the language of trait writing analysis and in assessing students’ writing. The literature on vocabulary and writing instruction shows that the practices of professionals in improving writing and vocabulary use lay the foundation for more independent word learning through word analysis and independent writing through trait analysis. |
