Assessing and Teaching Vocabulary Development in Preschool

Table of Content

Gradual Release of Responsibility Model3

Components of the Model Based Upon Preschool Learning4

Small Group Differentiated Instruction5

Small Group Differentiated Instruction in Preschool Vocabulary Development7

Assessing and Teaching Vocabulary Development in Preschool

Gradual Release of Responsibility Model

The gradual Release of Responsibility Model is basically an optimal learning model where the responsibility of the task as well as learning gradually shifts from the teacher over to the student. It is the teacher's job to ensure that a strategic plan of teaching and learning is implemented which would enable the students to assume control over their literacy arrangements. The teacher therefore plays a very important part in such a crucial shift, and his/her role includes the planning, teaching, facilitating and most of all coaching and monitoring each student (Ehmer, 2009). The Gradual Learning model requires the teachers to shift all their responsibility, albeit gradually, to the students, who are prepared before hand to assume such responsibility (Duke et al, 2002).

There is no time period set for this transition. It can happen in a day or may even take a whole semester. Vygotsky outlines that a child by nature follows the example set by the adults in his/her environment, and as a part of the natural process of growing up, eventually learns to do certain tasks without any assistance or help by adults. Vygotsky's oft repeated definition of the zone of proximal development is used to define this process as the distance between the actual development of the child which is determined by self-sufficient problem solving, and the stage of prospective development which is calculated through the process of solving problems under adult supervision or guidance or even in teamwork with able minded peers (Fisher et al, 2008). Components of the Model Based Upon Preschool Learning

As defined above, the Gradual Release of Responsibility model allows for students to shift from a supportive context wherein the teacher assumes full responsibility and control towards an independent context where it is the students who have a higher degree of control. This model of gradual release of responsibility and control is an exemplary way by which teachers can support effective learning for all students. If this model is regularly applied to balanced literary setting and curriculum, students will engage in modeling, sharing, guiding and application of teaching and learning prospects (Annandale, 2004). These are the four basic components of learning, which have been defined below in detail.

The first is the “focus lessons” which allows for the teachers to demonstrate their thinking and understanding of the curriculum or subject matter for their students. Such sessions are supposed to be brief, as their purpose is to set up an example of the expected learning outcome or the actual purpose of the lesson in order to establish learning standards for the students. Moreover, focus lessons also enables the teachers to build the background knowledge of the subject at hand, or even reinforce the knowledge base of the students.

The second component is the “guided ...