Vocabulary Instruction
What does scientifically-based research tell us about vocabulary instruction?
1) Most vocabulary is learned indirectly.
Children learn word meanings indirectly by:
- engaging daily in oral language
- listening to adults read to them
- reading extensively on their own
2) Some vocabulary must be taught directly.
Teachers can provide direct instruction by:
- Providing students with specific word instruction
- Teaching students word-learning strategies
| Dependence on a single vocabulary method will not result in optimal learning. |
What does it mean to “know” a word?
Students move from:
Not knowing a word
to
Having an acquaintance with the word
to
Deep, rich flexible knowledge of the word
Guidelines for Effective Vocabulary Instruction
Guideline 1: The effective vocabulary teacher builds a word-rich environment in which students are immersed in words for both incidental and intentional learning.
- Wide reading
- “Flood of words”
- Word aware classroom
Guideline 2: The effective teacher helps students develop as independent word learners.
- Self-selection of words
- Words in context
- Connect known to the unknown
Guideline 3: The effective teacher uses instructional strategies that not only teach vocabulary effectively but model good word learning behaviors.
- Make word meanings and relationships visible
- Use semantic webs, maps, organizers, relational charts
- Make word learning personal (use experiences, mnemonics, analogies, keywords)
Guideline 4: The effective teacher uses assessment that matches the goal of instruction.
- Assessment through use
- Assess depth and breadth of vocabulary knowledge
- Incorporate targeted words in responses to questions and in summaries and retellings
From Teaching Vocabulary in All Classrooms by Blachowicz and Fisher, Merrill Prentice Hall, 2009.
This research-based book features a wealth of ideas for developing vocabulary in all content areas:
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