Vocabulary Development

Effective vocabulary instruction is robust. It requires both breadth and depth. Robust vocabulary instruction includes two important components: (a) what we teach is identified and designed and (b) how we teach and deliver instruction is clearly-specified. These critical components of classroom vocabulary instruction design and delivery are explained below:

What we teach: Design

1. Select and teach the meaning of essential, unknown vocabulary words.
2. Use student-friendly explanations.

How we teach: Delivery

1. Provide opportunities to encounter and learn words from context.
2. Teach the meanings of specific words.
3. Practice and judiciously review words as needed.
4. Promote word consciousness and appreciation.

Determining the number of words to teach and which words to teach are based on student prior knowledge and what students already know about words. So:

1. Select words that are functional and essential to the meaning of the passage.
2. Select a limited number of words for robust, explicit vocabulary instruction.
3. Briefly tell students the meaning of other words that are needed for comprehension.
    

Often, dictionary definitions are not helpful to students because they provide weak differentiations, use vague language, and give multiple pieces of information without guidance on how to integrate the information meaningfully. So:

1. Characterize the word and how it is typically used.
2. Explain the meaning in everyday language.
    

The best way to foster vocabulary growth is to promote wide reading.

1. Teach students how to read so that they can go on to read words and comprehend text independently.
2. Optimize students’ exposure to print.
3. Use read alouds to provide opportunities for students to encounter rich, interesting, and varied vocabulary.
4. Use read alouds with embedded instruction to help students learn words from context.
    

Although much vocabulary is learned indirectly through exposure to print, some vocabulary must be taught directly, with the use of a systematic instructional routine. So:

1. Introduce the word.
2. Present a student-friendly explanation.
3. Illustrate the word with examples.
4. Check students’ understanding.
5. Review.
    

Learning vocabulary requires practice, review, and deep processing. Review must be: sufficient to enable a student to know and use vocabulary without hesitation; distributed over time; cumulative, with vocabulary integrated into more complex tasks; and varied, so that vocabulary use can be applied to multiple contexts and used to illustrate a wide application of student understanding. *Use formats and graphic organizers that promote deep processing (e.g., sentence substitution formats, semantic mapping, Four-Square charts)

When word consciousness is developed, students have an understanding and interest in words, how words are used, and the importance of words in learning and communicating.

1. Use thought-provoking, playful, and interactive word play formats with oral language.
2. Have fun with words!