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Next Stop: Robust Next Stop: Robust Vocabulary InstructionVocabulary Instruction
Tara W. HigginsMarch 18th, 2011
Adapted from Beck, McKeown, & Kucan,
2002
•Rationale for vocabulary instruction
•Choosing words to teach
•Introducing words
•Interacting with word meanings
•Closing
Agenda
Rational For Explicit Vocabulary Instruction
•Students can learn words from context, but they must:
•Read widely
•Infer word meanings
•Contexts can be misdirective, nondirective, general, or directive
Rationale For Explicit Vocabulary Instruction
Adapted from Beck, McKeown, & Kucan,
2002
Rationale For Explicit Vocabulary Instruction
•Vocabulary in K-2 influences reading comprehension in older grades (Dr. Paratore)
•High-knowledge 3rd graders’ vocabularies = lowest performing 12th graders (Smith, 1941)
•Once established; gap is difficult to improve (Biemiller, 1999)
Choosing Words to Teach
•Tier 1 Words: basic words children are familiar with before school
•ball, run, clock
•Tier 3 Words: low frequency; limited to particular domains
•isotope, peninsula, refineryAdapted from Beck, McKeown, & Kucan,
2002
Tier 2 Words
Use literature you would read aloud
•High frequency
•Utilized by mature language users
•Describe concepts students already understand
•Can be explained using terms students already know
Adapted from Beck, McKeown, & Kucan,
2002
Introducing Words
Use literature you would read aloud
•Put word in context from the story
•Students repeat the word
•Offer a student friendly explanation
•Give examples of contexts other than the story
•Students interact with the word
Adapted from Beck, McKeown, & Kucan,
2002
Interacting with Words
•Students should deal with word meanings right away
•Active involvement
•Interact with all words from a lesson in one activity
Adapted from Beck, McKeown, & Kucan,
2002
Reflection
something that squares with your thinking
an important point to remember
a question you still have rolling around in your head
something you will take back to your classroom, school, district
