Research has shown that good vocabulary instruction helps children gain ownership of words, instead of just learning them well enough to pass a test. Good vocabulary instruction provides multiple exposures through rich and varied activities to meaningful information about the word. (Stahl & Kapinus, 2001)
Strategy Overview:
What is it?
How effective is it?
Evidence shows that when direct instruction (the use of "I do, We do, You do"), the average effect size is 0.59. If a vocabulary program is implemented, it has an average effect size of 0.63.
Considerations
This strategy is demonstrated when the teacher:
emphasizes key vocabulary for direct instruction.
explicitly teaches the new words with pre-selected strategies for learning.
provides multiple experiences for students to apply their new word knowledge.
This strategy is not demonstrated when the teacher:
introduces new vocabulary without specific strategies to assist in understanding.
provides a single interaction with the word.
This strategy is demonstrated when students:
make the meaning of the word personal to their own understanding.
interact with the word in discussions with their peers.
have at least 3-4 opportunities to engage with the new word.
Examples that illustrate the strategy:
Example 1:
Example 2:
Continuum of Practice:
Emerging
The teacher does not plan for direct instruction of vocabulary.
No specific strategy has been selected to teach the new vocabulary.
The teacher implements the strategy with little or no explanation.
The vocabulary is taught/discussed without a specific strategy to assist in its understanding.
Evolving
The teacher has chosen vocabulary for direct instruction, but there are too many words.
The teacher has selected one strategy, such as the Frayer Model, and appears to use it for all word instruction.
Teacher is using but has not adapted the strategy used although it would be more effective.
The teacher models the strategy but does not make clear to students the thought process involved.
The teacher utilizes independent practice rather than guided pairs, with little feedback to students about accuracy.
Students have at least one additional opportunity to use the vocabulary during the lesson.
Embedding
The teacher emphasizes key vocabulary for direct instruction.
The teacher has determined which strategy to select based on the purpose of introducing new vocabulary.
The teacher does not use the same strategy for all words or force a strategy that is not appropriate for all words.
The teacher has practiced using the strategy with the intended vocabulary before the lesson.
The teacher explains how students will use a specific strategy to help them learn new words.
The teacher models the steps in the process with thinking out loud.
The teacher uses guided pairs with feedback about accuracy.
Students have two-three additional opportunities to use the vocabulary during the lesson.
Excelling
The teacher emphasizes key vocabulary for direct instruction, as well as additional academic vocabulary .
The selected strategy/strategies accomplish instructional intentions for explicitly teaching the new words, new concepts, guided practice, previewing or reviewing.
The teacher has practiced selected strategies and adapt them as needed for students with learning differences (i.e. provide a word bank or framed definition) before the lesson.
The teacher provides precise instruction that explains the strategy and how it is used to learn new vocabulary.
The teacher teaches the steps in the process for learning a strategy with extensive modeling with thinking out loud and provides feedback as students work in collaborative pairs during guided practice.
The teacher provides multiple experiences for student to apply their new word knowledge, i.e. during discussions, vocabulary games, writing activities and responses to content prompts during the lesson.
Resources: