Embedded Files
Guiding Questions
Guiding Questions
What are most important words students will need to understand to have access to the learning in a lesson/unit?
How will you introduce this words to students, clarify misunderstandings, and give students multiple opportunities to practice using these words?
Research about vocabulary instruction identifies the importance of explicitly teaching vocabulary, having students use new words in a variety of contexts, vocabulary instruction in all classes, and the value of frequent reading in exposing students to new vocabulary words.
Choosing which words to teach:
Choosing which words to teach:
Most vocabulary words that you will need to explicitly teach are Tier 2 and Tier 3 vocabulary, meaning that they do not usually appear in everyday conversation. The most important words are the ones students will need to know in order to be successful on major class assignments. This includes key content vocabulary as well as the academic language students will need to explain their thinking. Use the resources below to help plan your explicit vocabulary instruction.
Remember, the most important aspect of vocabulary instruction is that students have repeated, intentional practice using the new words. The best vocabulary resources give students a tool/resource that they can use to support them in using new vocabulary words in the context of class assignments.
Essential Vocabulary Routines:
Essential Vocabulary Routines:
When students are learning new words, they need four fundamental things to ensure that they understand the word and how to use it. Those things are:
A student-friendly, easy to understand definition (definitions should not force students to look up additional words). This definition can also provide students with a list of synonyms for the word and images that help clarify or demonstrate parts of the definition.
An oral model of how to pronounce the word.
Examples of the word used in the context of the course material so that students can see the way that the word is used in the specific content area in which they are learning it.
Practice using the word in the course context, both verbally and in writing.
Keeping the structure of vocabulary instruction consistent helps make it so that students understand what they are expected to do and that you don't need to teach a new routine every time. Here are some example vocabulary routines:
Frayer Model:
Frayer Model:
The Frayer Model is a graphic organizer that helps students think about new words by drawing pictures, providing examples, non-examples, synonyms and other ideas that connect to the new vocabulary word. Frayer models are usually started in the context of whole-class vocabulary instruction in which the teacher provides a student-friendly definition and the class works to complete the organizer as a group. Once students are familiar with the structure of the Frayer Model, students can work in pairs or small groups to complete certain parts of the organizer.
One thing you will notice when you look at different Frayer Model templates is that the titles in the three boxes that do not include the definition often change, although Frayer Models usually have an examples box. Here are a few examples of complete Frayer Models, including one that doubles as a concept map, as well as a video of a class example.
Concept Maps:
Concept Maps:
Concept maps are a great tool for teaching terms that describe complex ideas or relationships between interconnected components. Concept maps can include mini-application activities (like drawing pictures or providing real-world examples) that can be completed as whole-class ("we do") activities within the guided release model. After you provide students with a concept map, they need to practice using the concept map to help them answer questions that require them to apply their understanding of the vocabulary word to course content.
Example 1 - English Concept Map for "Setting" + application practice activity
Example 2 - Social Studies Concept Map for "How People Gain Wealth"
Multi-Component Vocabulary Lists:
Multi-Component Vocabulary Lists:
Vocabulary lists are a useful tool for teachers to think about the vocabulary students will need to know in order to perform well on a test, project, or other assessment. The most useful vocabulary lists give students examples of the word used in context, images, and other additional information provided in graphic organizers like a Frayer Model or Concept Map. The value of having all of these things on a vocabulary list is that it helps provide students with a reference or study guide for final assessments. Teachers can also provide vocabulary lists with certain boxes missing and have students complete these boxes as they encounter the words during the unit.
Word Walls and Anchor Charts
Word Walls and Anchor Charts
Once students have explicitly been taught a vocabulary term, teachers can add the term, definition, and possibly examples and an image to a designated space on the classroom wall, known as a Word Wall. This provides students with a location in the classroom to which they refer when they are answering open-response questions. (Vocabulary lists, Frayer Models, and concept maps organized in binders also serve this purpose, but depend on students keeping themselves organized.)
Anchor Charts are posters that provide a quick visual reference for vocabulary that is frequently used in class. This allows students to free up working memory.
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