Chapter 11: Specific Word Instruction Teaching Reading Sourcebook 2 nd edition

Research on Specific Word Instruction Focus on words that are contextualized in literature, important to text, and used in many situations. Provide rich in-depth knowledge of words. Provide clear student-friendly explanations and examples of word meanings. Provide multiple exposures to words in more than one context. Engage students to use words in new contexts and create associations among words.

Selecting Words to Teach The Three Tier System: level of word utility Tier one: These are basic words that rarely require instruction except for ESOL or word impoverished students. Tier two: These are understood by mature language users, are central to comprehension, and are the best choice for explicit instruction. Tier three: These are low frequency, specialized domains, often limited to content areas, and should be taught only as the words arise. * See Guidelines for Using the Three-Tier System on page 422.

Word Acquisition Sequence Students acquire vocabulary in a relatively well-defined sequence that is ordered by vocabulary size rather than grade level. Students (regardless of their grade) know certain words well, others only partially, and are unlikely to learn some. Word focus should be on words that are partially known because they are likely to be learned. * See Categories of Word Knowledge on page 423.

Modified Criteria for Tier System for ELLs Concreteness: Is the word abstract or concrete? Can it be shown or demonstrated? Cognate status: Does it have a cognate? Depth of meaning: Does it have multiple meanings? Utility: Is the meaning of the word key to understanding selection?

Rich and Robust Instruction Using vocabulary contextualized in literature Text Talk meaning vocabulary: Direct Explanation Method method for independently reading text Introducing specific words student friendly definitions teacher-created contexts active engagement with words Developing in-depth word knowledge use the words explore facets of word meaning consider relationships among words Extending word use beyond the classroom

When to Directly Introduce Specific Words

When to Assess and Intervene Assessment that is tied to the instruction (e.g. target words) will provide better information about students’ specific learning. Standardized tests provide a more global measure of vocabulary and are not usually feasible for classroom teachers. Early intensive intervention is critical for students who enter school with impoverished vocabularies and are at risk for early failure in learning to read. Rich and robust instruction of word meanings through storybook reading activities holds promise for decreasing vocabulary deficits among students in the primary grades.