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Reading Component Project:
Vocabulary Instruction
Ashley Patnaude EDU 740

2. +
The Importance of Vocabulary
Instruction
 “Research shows that the size of a reader’s vocabulary
influences both comprehension and fluency.” (As cited p. 129)
 “Integrating vocabulary instruction provides students with
numerous opportunities to manipulate and learn new
vocabulary words.” (p. 129)

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Mini-Unit Summary
 Three, interactive lessons allowing for students studying
Charlotte’s Web in second grade to better learn vocabulary
words, while practicing the skills of contextualizing, analyzing,
and visualizing.
 Contextualizing- using the context that surrounds an unknown
word to determine its meaning
 Analyzing- examining structure, or word parts, to determine
meaning
 Visualizing- creating an image of a word to consider its
meaning

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Mini-Unit Objective
The goal of this mini-unit is for students to learn new vocabulary
words from Chapters 16-18 of Charlotte’s Web. Rather than
simply being told definitions, which will be forgotten, students will
participate in learning activities that will help them remember new
vocabulary.

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Lesson One: Contextual Redefinition
Chapters 16-18 Vocabulary Words
Vocabulary Words for Purpose-
These Chapters to use background knowledge to
 cautiously examine the meanings of words and
to verify the correct meaning of a word
 paradise
through the context or dictionary
 particles
 fragments
 veritable
Objective-
to infer definitions using context
 loot
clues, while also developing
 cargo
reference skills
 bewitched
 pummeled Materials Needed-
• Charlotte’s Web copies (# depending
 interview
on class size)
 humble
• Chart paper (or similar way to model)
 enormous • Dictionaries
 masterpiece

6. Lesson One: Contextual Redefinition
+
(continued)
Procedure
1. Present unfamiliar, but important, words from the
text on chart paper, one by one.
2. Have students work with a partner to make
predictions about definitions. (Access background Vocabulary Words
knowledge)  cautiously
3. Read each word from the text or in appropriate  paradise
similar context aloud to class.  particles
4. Allow students the opportunity to change or  fragments
conform their predictions and discuss the  veritable
usefulness of context.  loot
5. Students work together to verify word meanings in
 cargo
dictionaries.
 bewitched
6. Wrap-up discussion: Answer the question, “How is
it different to simply see words by themselves and  pummeled
then to see them in context?”  interview
 humble
***Differentiate by providing one on one assistance, working  enormous
with struggling students in a small group, flexible grouping,  masterpiece
and reducing the number of vocabulary words.***

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Lesson Two: Root Words
Chapters 16-18 Vocabulary
Purpose- to understand that a word derives meaning from the root word, also know as the
base or stem.
Objective- students will understand how words get their meaning and consider parts of words,
while better learning vocabulary from the text
Materials- Charlotte’s Web copies, dictionaries, notebooks or template
Procedure
1. Students research meaning of root words, learning that roots determine a word’s
origin and history to make the word more memorable.
“How does knowing the root word help you?”
2. Students generate a set of new words by adding prefixes and suffixes. Write
words in notebook or on template.
“What is the root word of____?”
3. Students look up definitions of root words in dictionaries.
4. Wrap-up discussion: “How do these words all relate and be categorized?”
***To differentiate, allow students to work in pairs or small groups.
Reduce the number of root words to be defined. Provide graphic
organizers that are clearly labeled for prefix, suffix, root word.***

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Lesson Two
Template for
Differentiated Activity
Word Prefix Root Suffix New Words
cautiously
bewitched
veritable

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Lesson Three: Visualizing Through Charades
Chapters 16-18 Vocabulary
Purpose- to make a Procedure
mental image of a word 1. Students take turns selecting note cards that
to aid in recalling a word. have vocabulary word on them.
2. Students act out (role-play or pantomine) the
Objective- To review meaning of the word, using related objects.
vocabulary words before “What part of the pantomine helped you to
a vocabulary quiz. know the word?”
3. Class calls out suggestions for what the word
Materials- Charlotte’s might be until the correct word is said.
Web books, note cards, 4. Wrap-up discussion: “Why did you choose
symbolic objects that movement to act out that word?”

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Mini-Unit Assessment
 An efficient way to assess student understanding following
these three lessons, is a brief quiz.
 A sufficient quiz would include:
-matching up
-multiple choice
-short answer

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Reflection
Having taught a book study on Charlotte’s Web, I found myself
struggling to keep the vocabulary instruction interesting and
exciting for my students. There were many words that my
students had not heard before and struggled to remember. I’m so
glad to have now read about an abundance of activities to
instruct my students in the area of vocabulary while keeping their
interest and making my instruction more interactive. 

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References
Ellery, V. (2009). Creating Strategic Readers: Techniques for
developing competency in phonemic awareness, phonics,
fluency, vocabulary and comprehension (2nd ed.). International
Reading Association