Vocabulary instruction in the fourth grade social studies classroom





Degree Name



This study focused on instructional strategies to support fourth graders in their social studies vocabulary development. The project was conducted during a unit on the east United States. Two data collection techniques were used in the study: student work samples and an observation journal. The student work that was analyzed included self-assessments, student vocabulary notebooks, unit concept webs, graphic organizers, and a performance assessment task at the end of the unit. In addition, students were pre-taught terms and also participated in word play activities with a social studies word wall throughout the unit. The benefits and use of each instructional strategy was analyzed and resulted in four major findings: vocabulary instruction needs to be frequent and varied, visuals support students in their vocabulary acquisition, teaching word relationships is essential when teaching content area vocabulary, and students need to be active in their vocabulary learning.

This document is currently not available here.