Choosing Words for Explicit (Direct) Instruction
To expand and accelerate vocabulary growth, students need explicit instruction in the words they will encounter frequently in textbooks and other print materials and media (Beck et al., 2002; Beck et al., 2005; Beck et al., 2007; Stahl et al., 1986). Determining which words to teach and how to teach them are important decisions that affect students' vocabulary aquisition. Students will need to know some words more deeply than others. Teachers must choose specific words that will enhance students' vocabulary relative to their importance in understanding the text, their frequency across texts and subject areas, and students' prior knowledge of the words.
In their book Bringing Words To Life, Beck and her colleages identified tiers of vocabulary which can assist teachers in choosing which words to teach. Look at the chart below to see an explanation of the tiers:
In their book Bringing Words To Life, Beck and her colleages identified tiers of vocabulary which can assist teachers in choosing which words to teach. Look at the chart below to see an explanation of the tiers:
Tier Two words are those teachers should select for vocabulary study. Tier Two words, are important, useful words that students need to know and understand at a deeper level. Students frequently encounter Tier Two words when listening, speaking,reading, and writing. These words are also critical to students’ understanding different types of text and often include academic vocabulary words (e.g., revise, categorize, discuss) that are used across the curriculum.
Research has not defined the number of words that should be taught each day or each week, but keep in mind the students' abilities and the cognitive demands of the text.
Below is an example of choosing words to teach from the list in the textbook and other words in the text. This example comes from a technical assistance brief from the National Center for Reading First:
Teachers carefully plan their vocabulary lessons either individually or in teams. They review the publisher’s preselected vocabulary words for the text that will be read, and use their professional judgment as to the importance of these preselected words. They categorize the words into tiers based on their students’ word knowledge and abilities.
Teachers preview the text, looking for other words, idioms, and phrases that may be unknown to or confusing for their students. As they identify words, teachers ask themselves:
1) How useful is the word? Are students likely to encounter it often in other texts? Will it be of use to students in describing their own experiences?
2) How does the word relate to other words and ideas that students know or have been learning? Does it directly relate to a topic of study in the classroom? Will it add a dimension to the ideas that have been developed?
3) What does the word bring to a text or situation? What role does it play in communicating the meaning of the context in which it is used?(Beck et al., 2002)
If teachers discover that the text does not contain enough Tier Two words, they add Tier Two words that will expand an important concept or idea about the characters, plot, setting, theme, or topic. For example, a teacher might choose to teach the word “irritable,” even though it does not appear in the text. Why? “Irritable” could be used to describe a character who is always
in a bad mood and difficult to be around.
Teachers consider their students’ ages and abilities and the demands across the curriculum as they narrow down which words to teach. For example, after selecting words she will teach for a reading selection, a teacher considers additional vocabulary words across the weekly curriculum to ensure that her students are not overloaded. She also considers which words are
important for comprehending and learning critical content. Based on all of these factors, the teacher makes her final decision about which words she will teach during the reading block and in the content areas.
Teachers then purposefully plan how they will teach the targeted words each day. They build time into the day and over the week or several weeks for cumulative reviews of previously introduced words to ensure that students have multiple exposures (at least 12 to 14 for each targeted word), including opportunities to read and use the words in different contexts. For younger
students who are exposed to new targeted words during read-alouds, the teacher uses the targeted words in various contexts across the curriculum and school day.
Research has not defined the number of words that should be taught each day or each week, but keep in mind the students' abilities and the cognitive demands of the text.
Below is an example of choosing words to teach from the list in the textbook and other words in the text. This example comes from a technical assistance brief from the National Center for Reading First:
Teachers carefully plan their vocabulary lessons either individually or in teams. They review the publisher’s preselected vocabulary words for the text that will be read, and use their professional judgment as to the importance of these preselected words. They categorize the words into tiers based on their students’ word knowledge and abilities.
Teachers preview the text, looking for other words, idioms, and phrases that may be unknown to or confusing for their students. As they identify words, teachers ask themselves:
1) How useful is the word? Are students likely to encounter it often in other texts? Will it be of use to students in describing their own experiences?
2) How does the word relate to other words and ideas that students know or have been learning? Does it directly relate to a topic of study in the classroom? Will it add a dimension to the ideas that have been developed?
3) What does the word bring to a text or situation? What role does it play in communicating the meaning of the context in which it is used?(Beck et al., 2002)
If teachers discover that the text does not contain enough Tier Two words, they add Tier Two words that will expand an important concept or idea about the characters, plot, setting, theme, or topic. For example, a teacher might choose to teach the word “irritable,” even though it does not appear in the text. Why? “Irritable” could be used to describe a character who is always
in a bad mood and difficult to be around.
Teachers consider their students’ ages and abilities and the demands across the curriculum as they narrow down which words to teach. For example, after selecting words she will teach for a reading selection, a teacher considers additional vocabulary words across the weekly curriculum to ensure that her students are not overloaded. She also considers which words are
important for comprehending and learning critical content. Based on all of these factors, the teacher makes her final decision about which words she will teach during the reading block and in the content areas.
Teachers then purposefully plan how they will teach the targeted words each day. They build time into the day and over the week or several weeks for cumulative reviews of previously introduced words to ensure that students have multiple exposures (at least 12 to 14 for each targeted word), including opportunities to read and use the words in different contexts. For younger
students who are exposed to new targeted words during read-alouds, the teacher uses the targeted words in various contexts across the curriculum and school day.