Choosing words to teach...
Lawrence, White & Snow (2010) discuss the importance of choosing the right words to teach in a direct vocabulary program, particularly in the middle years when the complexity of texts increases and students need to understand “academic words” to ensure they understand texts.
Beck, McKeown and Kucan (2002, cited in Beck et al, 2013) have developed a model for choosing words based on 3 "tiers" as shown below:
Beck, McKeown and Kucan (2002, cited in Beck et al, 2013) have developed a model for choosing words based on 3 "tiers" as shown below:
They suggest that Tier 2 words are the best ones to target for explicit instruction, as they are high frequency words which can be used across a range of subject areas.
Flanigan & Greenwood (2007) use and recommend the three-tier system, but have found in their work with middle school teachers that they need “something more specific for content vocabulary” (pg 229). They propose a system which builds on the three-tier system and categorizes the words into four levels as follows:
Flanigan & Greenwood (2007) use and recommend the three-tier system, but have found in their work with middle school teachers that they need “something more specific for content vocabulary” (pg 229). They propose a system which builds on the three-tier system and categorizes the words into four levels as follows:
Level 1
(critical ‘before’ words)
- in-depth knowledge - moderate to significant teaching time |
Level 2
(‘foot-in-the-door’ words)
- require just a clear definition and an example sentence.
clear definition. These words need: - surface-level knowledge - minimal teaching time |
Level 3
(critical ‘after’ words)
- variable level of knowledge - variable teaching time |
Level 4
(words not to teach)
|
Flanagan & Greenwood (2007), Table adapted from NSW Centre for Effective Research, (2013)
To select appropriate words for teaching, The NSW Centre for Effective Reading (http://www.cer.education.nsw.gov.au/professional-learning/middle-years/vocabulary/semantic-maps) recommends middle school teachers use the three tier model to initially identify words for instruction, and then to apply the Flanagan & Greenwood model to further categorise the words before teaching.
Level 1 and 3 words would be the most suitable for explicit instruction, while level 2 words can be addressed more simply with a clear definition or synonym.
Words with multiple meanings:
Research also highlights the importance of teaching multiple-meaning words (Oulette 2006; Beck et al, 2013). Bromley (2007) notes that seventy percent of the most frequently used words have multiple meanings, so teaching these is especially important for struggling readers or EAL students.
Level 1 and 3 words would be the most suitable for explicit instruction, while level 2 words can be addressed more simply with a clear definition or synonym.
Words with multiple meanings:
Research also highlights the importance of teaching multiple-meaning words (Oulette 2006; Beck et al, 2013). Bromley (2007) notes that seventy percent of the most frequently used words have multiple meanings, so teaching these is especially important for struggling readers or EAL students.
Selecting Texts for Vocabulary Instruction
Suitable texts can include narrative, factual or multimedia text which meets the National Curriculum guidelines. A text currently being studied or related to a current thematic unit of work will integrate the vocabulary teaching more easily into the instruction. Texts for other subject areas can also provide excellent opportunities for teaching academic and content specific words. ACARA guidelines (Acara, 2013) indicate that literary text selection is up to individual schools and teachers. Texts for study may be specified by your school’s Head of Curriculum or may be prescribed by your State based curriculum authority. If you need assistance selecting texts, the following resources may be useful:
Suitable texts can include narrative, factual or multimedia text which meets the National Curriculum guidelines. A text currently being studied or related to a current thematic unit of work will integrate the vocabulary teaching more easily into the instruction. Texts for other subject areas can also provide excellent opportunities for teaching academic and content specific words. ACARA guidelines (Acara, 2013) indicate that literary text selection is up to individual schools and teachers. Texts for study may be specified by your school’s Head of Curriculum or may be prescribed by your State based curriculum authority. If you need assistance selecting texts, the following resources may be useful:
- The NSW Board of Studies - Suggested texts for the English K–10 Syllabus
-
The Association of
Independent Schools (www.aisnsw.ed.au) - recommended document >> here (via google)