Differentiated Vocabulary Instruction
NCEA
April 6,
2010
Tier Three Words
Vocabulary instruction should be...
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•
•
•
Explicit
Intentional
Meaningful
Useful
Where do I begin?
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•
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-Content-specific words
-Examples: quotient,
economics, viola, catechism
Tier Two Words
-Common, all-purpose words that apply
across all content areas
-Examples: perform, contain, increase,
require, product, factor
Assess what students already know
Tier One Words
-Basic sight words
Create a vocabulary plan
-Examples: the, from, have, like,
o What do they already know?
could, be, to, you (Beck, McKeown, &
o What do they NEED to know?
Kucan 2002)
Choose the words to teach
o Choose words that are meaningful and useful
o Don't only choose unique or unusual words: choose words they can use again and
again in different contexts
When choosing words, ask yourself these questions:
Is this word crucial for understanding the text?
2. Does the word represent a concept that students definitely need to learn?
3. Can working with this word be useful in furthering context clues, structure analysis, or
dictionary skills?
4. Is this word useful outside of this reading selection?
5. Are student able to use their context or structural analysis skills to discover this word's
meaning on their own? (Graves, 2006)
1.
DON'T overkill on vocabulary activities, but attached are some samples that are generic so they
can be used for all abilities in your classroom when you differentiate. Examples include...
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•
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Semantic maps/word webs
Semantic feature analysis
Two-column journal
Four square
Games like Taboo and Catch Phrase using words of your choice or students' choice
The dictionary should be a last resort. Don't overuse it. Never use it as a punishment.
References
Beck, 1. 1., McKeown, M. G. ,& Kucan, 1. (2002). Bringing words to life: Robust vocabulary
instruction. New York: The Guilford Press.
Graves, M.F. (2006) The vocabulary book. New York: Teachers College Press.
Michelle Lia, EdD - Center for Catholic School Effectiveness - School of Education - Loyola University Chicago - mlia@luc.edu
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Michelle Lia - Center for Catholic School Effectiveness - Loyola University Chicago - 2010
Name
Date
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Four Square Vocabulary Chart
I Picture
WORD
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-----=--------:---c-::-~----------I___,:___,______,__-,________;::_:::__--------I What is it NOT like?
What is it like?
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Adapted by Michelle Lia, EdD - Center Tor Catholic School Effectiveness - Loyola University Chicago - 2010
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Name
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Student Vocabulary Knowledge Rating Chart
How much do I know about these words?
Word
I can define it or I
can use it in a
sentence
I have heard it
or I have seen it
I don't know it
Adapted by Michelle Lia, EdD ~ Center for Catholic School Effectiveness ~ Loyola University Chicago- 2010