Developing Vocabulary Implicitly

There are many ways that students develop vocabulary implicitly through daily interactions with oral and written texts.   Nancy Hennessy refers to this as indirect or incidental instruction, which must also be purposeful to help students develop breadth and depth of vocabulary (The Reading Comprehension Blueprint, p. 75).  The below activities have been adapted from The Reading Comprehension Blueprint, Hennessy, pp. 75-77.

Point of Contact Teaching:

While there are too many words to teach directly, there are undoubtedly words that students will encounter that are hard or confusing that may require explanation or "just in time instruction." (Hennessy, p. 75)  

Prior to instruction or the reading of a text, the teacher can select words that may need a quick explanation via a substitution or synonym as they are encountered by students.  

For example, when encountering the word conceal, a teacher may say "conceal means the same as hide."

So as not to interrupt the flow of reading, the number of targeted words per page should be limited.

Teacher-Student Talk:

Elevating the level of teacher talk and creating increased opportunities for student talk is essential.  

"For example, educators can elevate teacher talk by describing events such as losing recess due to weather as frustrating, infuriating, and disappointing or describing student solutions to problems as useful, effective, and beneficial." (Hennessy, p. 75).

In addition, encourage students to listen or be on the lookout for interesting words and note when students use and ask about advanced vocabulary.

Incorporate Reading Aloud and Shared Reading:

Students benefit from hearing texts at their listening comprehension level.  Remember to include texts from a range of forms and genres. 

Consider the below guidelines (Hennessy, p. 77):

1. Identify words for incidental-on-purpose instruction:  Examine the text for words that are important and can be introduced incidentally.

2. Identify  appropriate strategies.  Decide when a synonym, gesture, picture cue, short explanation, and/or question will provide necessary information.  

3. Infuse the words into the classroom.  Look for opportunities to use words in discussions and explanations, and include them in writing. 

Independent Reading:

As students read independently, have students identify a new word they learned during reading.

Developing Vocabulary Explicitly

Students benefit from explicit instruction to develop and support a growing vocabulary.  Nancy Hennessy refers to this instruction as intentional instruction, involving the explicit and systematic teaching of targeted words (The Reading Comprehension Blueprint, p. 63)

What Words Should Be Taught?

When thinking of vocabulary words to provide direct instruction with, consider words as being in one of three categories.

• Tier 1 Words: These are common words used in everyday conversations (e.g., happy, house).

• Tier 2 Words: These are sophisticated, high-utility words that students are less likely to learn independently (e.g., fortunate, relieved).  Focus instruction on Tier 2 words, as students encounter them frequently in their reading.

• Tier 3 Words: These are domain-specific words (e.g., cardiovascular, ecosystem).  Teach Tier 3 words in content-area lessons.

Limit the number of words taught per lesson (around 4 to 5) and provide multiple experiences with those words throughout the week.

An Example of a Vocabulary Instruction Routine

Routine developed by Dr. Anita L. Archer ( Below examples found in 7 Mighty Moves, pp. 141-143)

1.  Introduce the word and its pronunciation.

• Display the word and have the students repeat it

• Have students tap, clap or pound the syllables of the word

e.g., This word is scamper.  What word?  scamper

          Tap and say the parts: scam-per

           scamper is an action word, a verb in the sentence.

2.  Present a student-friendly definition.

• Tell students the definition or have them read it with you.

e.g., scamper means to run with short, small steps

3.  Illustrate the word with examples:

• Concrete examples (act it out or use an object)

• Visual examples

•  Verbal examples

4.  Check students' understanding, using one of these options:

• Ask deep-processing questions:

Why might a mouse scamper across the floor?  Begin by saying:  A mouse might scamper across the floor because...

• Have students discern between non-examples and examples:

Tell me scamper or not scamper.

A squirrel finds a nut and quickly runs to hide it. (Scamper)

An elephant slowly walks over to the watering hole. (Not scamper)

• Have students compare the word to other words:

Last week we learned the word sprint.  How are scamper and sprint similar?  How are they different?  Let's compare the words scampered and scampering.  How are they similar?  How are they different?

Structured Activities

"Students need multiple opportunities for building connections between words and experience to develop a rich understanding of word meaning.  Structured activities provide additional interactions necessary for depth of word knowledge."  (The Reading Comprehension Blueprint, Hennessy, p. 69)

The below activities provide opportunities for students to build connections to other words in multisensory ways.  Activities have been adapted from The Reading Comprehension Blueprint, Hennessy, pp. 69-73.

Semantic Maps:

"Semantic maps are a vehicle for connecting words to their relatives, such a synonyms, antonyms, examples, multiple meanings, and other related words."  (The Reading Comprehension Blueprint, Hennessy, p. 69)

Semantic map steps: 

1. Identify the targeted word.

2. Write the word in the center of the map and include its basic meaning.

3. Add synonyms, antonyms, and examples from text.

4. Draw or add pictures that represent meaning.

Classroom Activity:  Creating a Structured Semantic Map

Materials:

Word lists identified for intentional instruction

Copy of current text

Links to online resources

Activity:

1. Teacher describes the activity and reviews a completed structured semantic map.

2. Students identify a partner.

3. Teacher provides blank templates, links to online resources, and assigns one word from the word list to student partners.

4. Students work together to complete the map including synonyms, antonyms, an example of use from the text, and possibly a picture or drawing.

5. Partners display their maps and explain to their classmates.

Frayer Model:

This model usually includes a definition, characteristics of words, examples and non-examples.

Word Wall:

"Teachers can use word walls to display vocabulary based on various aspects of the words.  For example, teachers might arrange words based on parts of speech or morphological families."

Independent Word Learning Strategies

Morphology:  When students have an understanding that morphemes carry meaning (prefixes, roots, suffixes), they are better able to analyze and infer the meaning of words.  

The Outside-In strategy uses both context and morphology to help discern the meaning of words.

• First, look outside the word at the context clues in the neighboring words and sentences.

• Then, look inside the word at the word parts (prefix, root, suffix).

• Next, reread the section and keep the meaningul word parts in mind.  Make an inference: What do you think the word might mean?