Download Vocabulary Instruction Handout

Vocabulary Instruction Handout
3 levels of vocabulary words:
• Tier 1 – basic words found in every day conversation, high frequency use; i.e
duck, go, pretty
• Tier 2 – high frequency words that mature speakers and writers use; i.e. fortunate,
absurd, coincidence
• Tier 3 – Technical words found in specialized contexts, low frequency use;
isotope, metalinguistic, lathe
Choosing Words
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Choose Tier 2, 4 to 6 per text
Importance and Utility
Instructional potential
Conceptual understanding
Introducing Words
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Introduce after reading text, in most cases
Student friendly definitions
Contextualize the words
Interact with word meanings
Provide multiple opportunities to interact
Step 1
Review the text to identify Tier 2 vocabulary words that support comprehension of the
text. Choose 3 to 5 words that are likely to appear frequently in a wide variety of texts
and to be used in the oral and written language of mature language users. Students
should be able to define the words using vocabulary they already have.
Step 2
Develop student friendly definitions – Develop an effective word explanation that is more
meaningful and functional than a dictionary explanation. Use everyday language and
stay with the most common meaning.
(For Tier 2 or 3 words that are not going to be the focus of instruction make meaning in
the moment. Give a quick definition as the reader encounters the word and then return to
the text.)
Step 3
Develop activities that allow students to process word meanings.
1. Word Associations – Ask students to associate one of their new words with a
presented phrase or sentence. Ask the student why they choose the word they did. The
sentences should not be synonyms but instead should require the student to develop a
relationship. Which word goes with doing good deeds? (benevolent) Which word goes
with
2. Have You Ever …? – Students are asked to describe a time when they did,
thought, etc. one of the words. Describe a time when you were fortunate.
3. Idea Completion – Provide students with sentence stems that require them to
integrate one of the new word’s meanings into a context. The man who found the book
felt fortunate because ….
4. Making Connections (older students)– Ask students to decide whether 2 words
could have a connection. Students need to explain why they do or do not see a
connection. Could you be required to be benevolent?
5. Example/Nonexample – Ask the student to indicate if statements, descriptions,
comments are examples of a given vocabulary word. Ask students why they responded
they way they did. If I say something that is fortunate clap your hands. If not don’t do
anything. Finding a lottery ticket worth $10. Getting a hole in your favorite shirt.
Getting to go swimming after school.
More Activities available in Bringing Words to Life and Creating Robust Vocabulary by
Isabel Beck, et. al