In classrooms across Pentucket, teachers are working hard to embed vocabulary instruction into their lessons. Across all content areas and grade levels, vocabulary instruction is critical for long term academic success. Research shows that knowledge of individual word meanings accounts for as much as 50-60% of the variance in reading comprehension (Stahl & Nagy, 2006). In fact, after a student has learned to decode the words, vocabulary knowledge is the most important factor influencing comprehension (Moats, 2009). This vocabulary work must be meaningfully and regularly embedded into the lessons every day, and while students gain much of their vocabulary implicitly, other vocabulary must be directly and explicitly taught to achieve both breadth and depth of knowledge. Further, in order to remember and use the words successfully, students must have continued exposure, consistently seeing the words in print and hearing them in classroom discussions.
When we think of vocabulary instruction, we are typically reminded of the secondary grade levels: learning lists of words in science class, matching terms in social studies, and identifying roots in ELA. However, vocabulary knowledge actually begins to build at birth, and the formal instruction begins when students begin schooling. Though most students are not able to read in Kindergarten, they implicitly learn vocabulary through rich, authentic read alouds of robust literature and lively, intentional classroom discussions. That is, students absorb new vocabulary as it occurs around them without giving it much of a second thought. However, other words must be directly and explicitly taught and students must have multiple practice opportunities to use the word in meaningful ways. This is particularly true for more academic content vocabulary that students may not hear in conversation every day. Their experiences both at home and at school allow them to practice and explore this vocabulary as they acquire new words at a phenomenal pace. Some researchers estimate that the average child learns at the rate of about 5,000 new words per year, or about 13 per day. Children with large vocabularies probably pick up new words at twice that rate.
In Pentucket, over 30 of our Elementary teaching staff have been participating in the two year MA DESE Early Grades Literacy Grant. The primary focus of this year’s work is on Language Comprehension, which would be defined as the combination of the key skills and processes that we use to understand what we hear, or when it is combined with decoding/reading - to comprehend what we read. These skills have been identified through decades of research and are displayed visually in Scarborough’s Rope for Skilled Reading and they include: background knowledge, vocabulary, language structures, verbal reasoning and literacy knowledge. Our educators are using The Reading Comprehension Blueprint by Nancy Lewis Hennessy to further unpack and connect how to include vocabulary and language structures into all content area instruction for better knowledge building and reading comprehension of both fiction and non-fiction text. It takes explicit instruction and thoughtful planning to do it well at any grade level and with any content area.
At the elementary level, our Wit & Wisdom ELA curriculum allows teachers to leverage vocabulary instruction and embed it every day. Wit & Wisdom teaches grade-level vocabulary both implicitly and explicitly using words in the core and supplementary texts, all focused around one knowledge building concept or essential question. Students are learning academic terms connected to the literature they are engaged with, such as migrate in second grade and resilience in grade six. This is key to understanding. The words students are learning are not being taught randomly in isolation, but they are taught systematically in connection with a text. Students repeatedly see the words in print and are using them daily in classroom discussions. These opportunities for practice facilitate a deep understanding and ownership of the words and how they connect to other learning.
The explicit instruction takes many forms. Students are able to hear the word, repeat the word and connect it with a visual. Kindergarten through grade six students engage with vocabulary through Frayer Models - a vocabulary tool that helps students determine or clarify the meaning of vocabulary words. Not just for ELA, this tool is used in all content areas to help students grapple with what new words mean, and what they don’t. As students enter the late elementary years, they begin to explore morphology, such as the structure of the word circulatory in fourth grade or the suffix -ive in sixth grade. Students are also engaged with meaningful activities to promote vocabulary, such as word sorts or analyzing shades of meaning. Kindergarteners analyze the shades of meaning of the words cut, chop and snip; sixth graders are exploring the nuances between ally and comrade.
Second grade Frayer Model Third grade word sort
Vocabulary instruction is not just limited to English/Language Arts. In science and English classes at the secondary level, students are reviewing and/or learning root words, prefixes, and suffixes to assist them in understanding unknown words using the instructional tool called a morphology matrix (pictured below on left). This learning is assisting students to comprehend unknown words across all content areas and is building students’ expressive language skills as they use new words in their writing and speaking.
Another example of how content area teachers help students build vocabulary is from our High School Chemistry classes where teachers are utilizing the triple entry vocabulary journal method (pictured below on the right), a strategy that is successful in teaching new vocabulary. Students are asked to write a student-friendly definition of the word, to write the word in context, and to create a visual memory aid. ELA classes are using a similar instructional method; however, teachers are also asking students to write a sentence demonstrating their understanding of the word. In both contents, students are constantly exposed to the vocabulary words and expected to demonstrate their understanding of the words in written and oral format.
Regardless of the grade level, the best practices of vocabulary instruction remain the same. According to Joan Sedita in Keys to Vocabulary (2009), there are five main components to the effective teaching of vocabulary: previewing difficult words, using activities that connect vocabulary to background knowledge and related words, selecting specific words to teach in-depth, identifying opportunities to teach word learning strategies, and promoting word consciousness. Teachers across the district are embedding these components into their daily instruction to ensure the teaching vocabulary is purposeful and effective, ultimately leading to long term academic success.
While many of us as adults recall the vocabulary strategies we used or were taught, like giant piles of flashcards with definitions on the back, or preparing for the SAT’s with one analogy after another, learning words in context will have the greatest impact on our ability to use the word meaning so that we understand text and concepts presented in the text. Isabel Beck, long considered one of the finest authors on the subject of vocabulary instruction - presents in her 2002 book Bringing Words to Life - a tiered approach for educators to consider which words from text or concepts should be taught. This leverages the importance of the word, the utility, and the conceptual understanding, which is often critical for content related words and phrases. Tier 1 words are common basic words used in conversation (remember this is actually language comprehension not reading comprehension. It only becomes “reading” comprehension when we apply this to a text to decode). Tier 2 words are more sophisticated and used with more mature language in speech and writing but found across a variety of texts and domains. And Tier 3 words are more narrow and specific. These are often related to precise meanings and uses within a content or domain area and they require explanation and connection to a concept or through context. For example, many words for science or math classes might fall in this category. It is important we think of words in these categories based on how we teach them for students to learn them best will vary based on which category.
Several content area teachers in different subjects use various evidence based strategies to help students learn vocabulary. As an example in a recent Grade 11 World History Class, there were several key vocabulary words being introduced through previewing before students tackled the text. The topic was the Industrial Revolution time period across the globe. The teacher introduced six key words and students worked on definitions as they understood them from prior learning. After reviewing the definitions, the teacher used imagery to help students develop the concept and then even used images side by side for students to understand the relationship between words, further developing the complete understanding. In the photo below, the teacher is showing the differences between bourgeoisie and proletariat. The imagery included helps students to remember the differences of the words and use them with context.
Mr. Siegfried’s 11th Gr. World History class using imagery to build understanding of key vocabulary words and their differences
The teaching of vocabulary is a critical aspect of building knowledge and providing students with greater access to comprehend text and to communicate their knowledge. We continue to advance our instructional practices and learn more as professionals about how the context is so important for students to more deeply understand new vocabulary words.
Brent Conway
Assistant Superintendent
Dr. Robin Doherty
Curriculum & Instructional Coach Gr. 7-12
Jen Hogan
Literacy Coach/Coordinator K-6
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