Vocabulary in Writing

Did the teacher explicitly encourage, support and require the use of targeted unit vocabulary and other content vocabulary in student writing?

Why does this matter?

For students to truly understand vocabulary, it needs to live in their writing. There are many ways to incorporate writing into vocabulary instruction.

Writing helps us to process and to articulate our ideas and to memorialize learning. According to the National Commission on Writing in America’s Schools and Colleges, “writing allows the writer to concretize abstract ideas and to “connect the dots in their knowledge.” (2003, p. 3). In-class activities such as written reflection on instructional strategies, written feedback on a peer’s work, and writing tasks all provide opportunities for use of words/terms from the unit of study. These types of activities increase student interaction with key vocabulary and help instructors gain insight about depth of learning.

What does this look like in a classroom?

Teacher emphasizes use of academic language when speaking and modelling writing for the class.

● Models of teacher or student writing that highlight unit vocabulary

● Rubrics that include use of unit vocabulary and academic language in criteria

● Word walls that emphasize unit vocabulary/academic language

● Analysis of word parts

● Small-group discussions followed by writing

● WordSplash

The websites to the right may also provide you with some ideas.

What does this look like in a remote learning context?

The website to the right has some good, simple ideas to incorporate vocabulary into remote learning.



What are special considerations / resources for Multilingual / English Language Learners?

Colorin Colorado has an excellent resource to the right on Academic Language and ELLs - what teachers need to know.


What are special considerations / resources for students with IEPs?

The Council for Learning Disabilities has a page (to the right) devoted to effective vocabulary instruction for students in grades K-12 with IEPs.


How is this related to CR-SE? (Culturally Responsive /Sustaining Education)

The CR-SE framework states that all schools should "Have high expectations and deliver rigorous instruction for all students regardless of identity markers, including race, gender, sexual orientation, language, ability, and economic background." This means that we should be encouraging ALL of our students to write more regularly using academic language and content vocabulary.


How is this related to the Supportive Environment Framework / Social-Emotional Learning?

The Supportive Environment Framework states that "School leaders and staff effectively communicate expectations connected to a path to college and career readiness and successfully partner with families to support student progress toward those expectations." For our students to be ready for college and/or career, writing using academic language and sophisticated vocabulary is essential!