Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world. Vocabulary knowledge is not something that can every be fully mastered; it is something that expands and deepens over the course of a lifetime. 

According to Michael Graves (2000), there are four components of an effective vocabulary program:
(1) wide or extensive independent reading to expand word knowledge,
(2) instruction in specific words to enhance comprehension of texts containing those words,
(3) instruction in independent word-learning strategies, and
(4) word consciousness and word-play activities to motivate and enhance learning. 

1. Wide or Extensive Independent Reading to Expand Word Knowledge

 Experience words and phrases through reading, listening, speaking, and writing across varied genres, including prose and poetry, narrative and informational texts. Read to and with students. Encourage students to read independently and in book clubs.

2. Instruction in Specific Words to Enhance Comprehension of Texts Containing Those Words

Tier-one words consist of basic words. Tier-two word occur frequently in language. Tier-two words are the best candidates for explicit instruction. Tier-three words are low-frequency "specialized" words that are often limited to specific fields, domains of knowledge, or content areas such as social studies or science.  
According to the National Reading Panel (2000), vocabulary instruction should be incorporated into reading instruction, within the context of reading. Text provides a strong context within which to introduce target words.

3. Instruction in Independent Word-Learning Strategies

According to the National Reading Panel (2000), effective word-learning strategies include:
  • how to use dictionaries to confirm and deepen knowledge of word meanings;
  • how to use morphemic (word-part) analysis to derive the meanings of words in text;
  • how to use contextual analysis to infer the meanings of words in text.
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4. Word Consciousness and Word-Play Activities to Motivate and Enhance Learning

Students who are word conscious are aware of the words around them - those they read and hear and those they write and speak. Word consciousness is the awareness, enjoyment, playing, interest, appreciation, and satisfaction in using words.
Least Effective Vocabulary Learning Strategies
  • Copying definitions
  • Writing sentences
  • Looking up and memorizing definitions
  • Using context for unknown words when there is little contextual support 

How Many Words Can Be Taught?
  • Students need to learn approximately 3000 words per year. 
  • No more than 8 - 10 words per week can be effectively and thoroughly taught (8 to 10 exposures). 
  • This means 4000 words can be taught in a school year. That leaves 2,600 words that students must learn in other ways than from direct instruction. Adapted from R.I.S.E
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The Sourcebook is the essential guide for improving reading achievement by helping educators to bridge the gap between evidence-based reading research and actionable instructional strategies. 
  • This books contains:  
New MTSS (Multi-Tiered Systems of Support) overview
Explicit coverage (what? why? when? and how?) of essential components of reading instruction
Sample lesson models and resources to easily implement best practices
Common Core information, cross-references, and graphic explanations

Vocabulary Strategies 

Text Talk

Headbanz 

Quick Fire
Modify game with class vocabulary words.

List, Group, Label

Kaboom!
Modify with vocabulary words and students have to use the words in a sentence. 

Frayer Model

Roll-A-Word

Explicit Vocabulary Instruction
© COPYRIGHT 2018. LACEY ROBBINS.