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Good readers and writers have a large and diverse vocabulary that gives them a head start on other readers. In reading, it helps not just with comprehension but with learning and remembering new words as well. In writing, it gives precision and depth to the ideas you want to convey.  \nThe Internet is full of ideas and opinions about how best to learn and teach vocabulary, but the research is not so full of certainties. This is partly why we wrote the book, to make sure that the reader is aware of the best, research-based ideas for learning new words, and remembering them, and to explain how to bring those ideas into the classroom.  \nThe New Zealand Curriculum  \nThe importance of vocabulary is emphasised in The New Zealand Curriculum (Ministry of Education, 2007). The term vocabulary is explicitly mentioned asa teaching objective from Level 3 to Level 8 of the Curriculum, and is implicit in Levels 1 and 2. The document repeatedly states that a student needs tobe able to use a range of vocabulary to communicate precise meaning. The use of the word precise is because it is the ability to use the right word to express the right idea or emotion that distinguishes the good writer, and it is the ability to bring to the printed page a depth of vocabulary that enables the good  \nreader to reconstruct the exact and sometimes subtle meanings the author wants to convey.  \nVocabulary and the reading and writing standards: What children need to know  \nVocabulary is becoming much more visible in the teaching of reading. The Ministry of Education (2009) reading and writing standards (for Years 1–8) set out expectations for reading and writing in terms of what students should be able to handle at each year level. These expectations include vocabulary.  \nLet’s look in a bit more detail at these expectations.  \nAs early as Year 2 the standards expect pupils to be able to use vocabulary strategies to learn the meanings of new words; for example, when reading, to use sentence context clues and illustrations to work out the meaning of the word maize and understand that it is different to maze. In writing about a text topic, such as an article about worm farms, the standards expect that pupils can use vocabulary that is “precise” and “descriptive” (with words such as sprinkle and dampen) .  \nT ea c h i n g r ea d i n g v o ca b u la ry  1   \nI nt r o d u ct I o n  \nIn Year 4 the reading standards expect students to understand figurative language—such as metaphors, similes and personification—when they come across these vocabulary expressions in text. In writing, the standards expect pupils to draw on a deep vocabulary to use precise words such as approach, stare and glance in their descriptions; in other words, to use vocabulary that can “clearly convey ideas, experiences, or information”.  \nIn Year 5 the standards expect students to use contextual and other strategies to unlock the meanings of unfamiliar words, such as plight and black market in the article “Plight of the Sea Turtle”. Pupils are also expected to understand and use topic-specific vocabulary; for example, when writing areport on building a “bottle submarine”, they should be able to handle topicspecific words such as approximately, build, design, prototype and suspend.  \nIn Year 6 the reading standards expect pupils to cope with a significant amount of vocabulary that is unfamiliar to students” when they are reading text. The words and phrases in students’ writing are expected to show awareness of topic, register and purpose; that is, they should be able to draw on a rich database of vocabulary inside their heads. Such writing also requires an understanding of how to choose the right word for the right purpose, and how to source these words with a dictionary or thesaurus.  \nIn Years 7 and 8 the standards continue to stress a high-level awareness of vocabulary, with an ex","cbCaihxVodowPMik","https://ap.wps.com/l/cbCaihxVodowPMik","pdf",110410,"English","# Introduction\n## The New Zealand Curriculum\n## Vocabulary and the reading and writing standards: What children need to know\n## Literacy Learning Progressions","[{\"question\":\"Why is vocabulary important for both reading and writing?\",\"answer\":\"Vocabulary supports reading comprehension and helps learners understand, learn, and remember new words. In writing, it enables precision and depth so ideas and emotions are expressed clearly.\"},{\"question\":\"How does The New Zealand Curriculum define vocabulary expectations?\",\"answer\":\"The curriculum explicitly mentions vocabulary as a teaching objective from Level 3 to Level 8 and implies it in Levels 1 and 2, emphasizing students’ ability to use a range of vocabulary to communicate precise meaning.\"},{\"question\":\"What vocabulary skills are emphasized in the reading and writing standards from early primary years?\",\"answer\":\"By Year 2, students are expected to use vocabulary strategies such as sentence context clues and illustrations. Across later years, expectations include handling figurative language, using precise descriptive words, understanding unfamiliar words in context, and applying topic-specific vocabulary.\"}]","Teaching Reading and Vocabulary - Introduction | PDF",1790643149]