Vocabulary Instruction (for activities, try here)
This page is an attempt to synthesize various research projects concerned with teaching vocabulary
The major components of this synthesis are based upon the work of Isabel L. Beck and Robert J. Marzano.
You can find links to the texts below:
The major components of this synthesis are based upon the work of Isabel L. Beck and Robert J. Marzano.
You can find links to the texts below:
Objective:
Create a framework for vocabulary instruction so teachers can...
- Understand which words to teach.
- Follow specific steps to explicitly teach vocabulary.
- Implement a variety of activities so students can learn and practice new words.
Recommended Reading
 
|
 
|
 
|
 
|
 
|
First: Realize that vocabulary must be taught.
A number of research studies have found that there is a strong correlation between vocabulary development and academic ability. The amount of words that students know is a significant indicator of future success.
But students cannot possibly learn the many hundreds of academic words required in school only via exposure.
*Studies estimate that of 100 unfamiliar words met in reading, between 5 and 15 of them will be learned.(Beck)
Conclusion: Don't rely on absorption. Don't be shy. Teach your students vocabulary. It will benefit them enormously.
But students cannot possibly learn the many hundreds of academic words required in school only via exposure.
*Studies estimate that of 100 unfamiliar words met in reading, between 5 and 15 of them will be learned.(Beck)
Conclusion: Don't rely on absorption. Don't be shy. Teach your students vocabulary. It will benefit them enormously.
Second: Context isn't everything.
Read the following sentences and guess which word should go in the blank.
Sandra had won the dance contest, and the audience's cheers brought her to the stage for an encore. “Every step she takes is so perfect and graceful,” Ginny said ___________ as she watched Sandra dance. (Beck)
Did you guess grudgingly? (Double click over the blank space immediately before the questions mark to highlite the word that was taken out of the above.)
Probably not.
Why? This is an example of a misdirective context, one that tends to lead the reader away from the true meaning of the word. (Beck)
Conclusion: Understanding context is a useful skill that should be taught but it is not a panacea.
Sandra had won the dance contest, and the audience's cheers brought her to the stage for an encore. “Every step she takes is so perfect and graceful,” Ginny said ___________ as she watched Sandra dance. (Beck)
Did you guess grudgingly? (Double click over the blank space immediately before the questions mark to highlite the word that was taken out of the above.)
Probably not.
Why? This is an example of a misdirective context, one that tends to lead the reader away from the true meaning of the word. (Beck)
Conclusion: Understanding context is a useful skill that should be taught but it is not a panacea.
Third: It's not all or nothing.
What does concomitantly mean? How about homogeneous? And disseminate?
Do you know each of these words on the same level?
Try this activity for analyzing a small group of words along a vocabulary continuum. You can also create similar self-assessments for your students.
Conclusion: We understand words on varying levels and along a continuum.
Do you know each of these words on the same level?
Try this activity for analyzing a small group of words along a vocabulary continuum. You can also create similar self-assessments for your students.
Conclusion: We understand words on varying levels and along a continuum.
Fourth: Ponder and plan which words should be taught.
Beck's book offers us a system for evaluating what words to teach our students. Sure it's not always an easy task to decide which words should be taught but that challenge shouldn't dissuade us from the task.
Words can be divided into 3 tiers in relation to usability and complexity.
Here are some key questions to ask when deciding which words should be taught.
Conclusion: Know your students. Consider which words will be helpful for them to understand content. Teach Tier 2 words because they are useful and valuable in multiple situations and places.
Words can be divided into 3 tiers in relation to usability and complexity.
- Tier 1 = everyday words that rarely require instruction, common everyday words like shoe and television.
- Tier 2 = high frequency words that can be used in various and situations, words like emerge, tend.
- Tier 3 = words for specific or technical applications, words like scalene, mitosis.
Here are some key questions to ask when deciding which words should be taught.
- How useful is the word? Is it a word that the student is likely to meet often in other situations or texts?
- How does the word relate to other words, to ideas that your student knows or is learning? Does it relate directly to a topic your student is studying?
Conclusion: Know your students. Consider which words will be helpful for them to understand content. Teach Tier 2 words because they are useful and valuable in multiple situations and places.
Fifth: Use a consistent framework proven to increase vocabulary learning.
Robert J. Marzano, through years of research, compiled a list of components that have proven incredibly powerful for learning new words.
Marzano's Six Steps for Building Vocabulary
Conclusion: Following a predictable research-based method for vocabulary instruction will provide you and your students with a consistent, structured way of learning more words.
Marzano's Six Steps for Building Vocabulary
- Provide a description, explanation of example of new terms. Go beyond the traditional definition.
- Ask students to restate the description, explanation or example in their own words. Monitor and correct.
- Ask students to construct a picture symbol or graphic to represent the word. (This part is essential.)
- Engage students in activities that add to their knowledge
- Ask students to discuss terms with each other.
- Involve students in games that allow them to play with new terms.
Conclusion: Following a predictable research-based method for vocabulary instruction will provide you and your students with a consistent, structured way of learning more words.
More on Marzano's Six Steps here.
