How to Teach the Common Core Vocabulary Standards
July 4th, 2012 | Mark Pennington, MA Reading Specialist
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The Common Core State Standards (CCSS) in English Language Arts divides vocabulary development
among a variety of instructional strands across the grade levels. For example, the Reading Strand in both
Literature and Informational Text includes the same Standard (8.4):Determine the meaning of words and
phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.
and
The Literacy in History/Social Studies, Science, & Technical Subjects Standards include Vocabulary
Standard RST 8.4: Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
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However, most of the specific Vocabulary Standards are placed in the K-12 Language Strand. The CCSS
L.4, 5, 6 Vocabulary Standards include the following:
Multiple Meaning Words and Context Clues (L.4.a.)
Greek and Latin Word Parts (L.4.a.)
Language Resources (L.4.c.d.)
Figures of Speech (L.5.a.)
Word Relationships (L.5.b.)
Connotations (L.5.c.)
Academic Language Words (L.6.0)
What most teachers notice after careful reading of the Common Core Vocabulary Standards is the
expected breadth, complexity, and depth of instruction across the grade levels. Obviously, incidental
vocabulary acquisition from independent reading won’t “teach” the Standards listed above with any degree
of fidelity. Nor will introducing a few “story-specific” or “content-specific” words prior to reading a
selection from the literature anthology or social studies chapter. Not that there is anything wrong with these
approaches to vocabulary development. The bulk of Tier One and Tier Two Words (conversational and
generalizable language) are certainly acquired primarily throughindependent reading.
But Tier Three Academic Vocabulary (Beck, McKeown, Kucan), as discussed in the Common Core
Appendix A, are different. These vocabulary words require direct, deep-level instruction and practice in a
variety of contexts to transfer to our students’ long-term memories. In the words of the Common
Core document:
This normal process of word acquisition occurs up to four times faster for Tier Three words when students
have become familiar with the domain of the discourse and encounter the word in different contexts
(Landauer & Dumais,1997). Hence, vocabulary development for these words occurs most effectively
through a coherent course of study in which subject matters are integrated and coordinated across the
curriculum and domains become familiar to the student over several days or weeks.
So which instructional strategies make sense to teach the Common Core Vocabulary Standards? And
what is the right amount of direct, deep-level vocabulary instruction that will faithfully teach the
Common Core Vocabulary Standards without consuming inordinate amounts of class time? After all, there
are more Standards to teach.
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How to Teach the Common Core Vocabulary Standards
Weekly Instructional Plan: Vocabulary Acquisition and Use (L.4, 5, and 6)
Day One
Introduce two multiple meaning words and read their definitions out loud. Write two sentences with the
multiple meaning words on the board/projector and ask students to identify the use of the words. Direct
students to compose their own sentences, using context clues to show the meanings of the words. (L.4.a.)
Introduce two Greek and Latin word parts that fit together to form one word. Tell students to write down
this word. Ask students to brainstorm which words they know that include each of the word parts. Write
their example words on the board. Direct students to guess the part of speech and definition of the word
formed from the word parts and to write down their guesses next to their vocabulary word. (L.4.a.)
Pass out dictionaries, display an online dictionary, or use other language resources. Teach students to use
the guide words to find the word entry, if using a print dictionary. Read the primary definition of the word
formed from the Greek and Latin word parts and compare to student guesses. Teach students the different
between primary and secondary definitions and read the secondary definition to compare. Teach students
the symbols used from syllable division, accents, and parts of speech. Direct students to divide their
vocabulary word into syllables with slashes (/), mark the primary accent (´), write the abbreviated part of
speech, and write the definition that best matches the Greek and Latin word parts. Write the answers on the
board and tell students to edit their answers as necessary. (L.4.c.d.)
List a grade-appropriate figure of speech on the board/projector and explain the literal image of the
expression. Tell students to write down the figure of speech. Ask students for their explanations and
interpretations of the figurative meaning of the expression. Validate the correct student responses or
provide the correct meaning as necessary. Tell students to paraphrase the figurative meaning next to the
figure of speech. (L.5.a.)
Day Two
Introduce two grade-level vocabulary words that have special denotative relationships and read their
definitions out loud. Direct students to compose a compound sentence with a connecting transition word or
phrase to define one word in terms of the other, using context clues. (L.5.b.)
Introduce two grade-level words that have special connotative relationships and read their definitions out
loud. Explain the difference between denotation (dictionary definition) and connotation (definition in
context). Explain that words have different shades of meaning when used in different situations. Explain
what a spectrum is, using a rainbow as an example. Direct students to draw a four-word spectrum in which
they place the two vocabulary words in connotative relationship with two already-known words with
related meanings. (L.5.c.)
Introduce two academic language words and read their definitions out loud. Direct students to draw two
vocabulary four-squares, one for each academic language word. Quadrants are labeled “Key Words,”
“Similar to…,” “Different than…,” and “Example.” Tell students to analyze the meaning of the academic
vocabulary words by completing each square. (L.6.0)
The author of this article, Mark Pennington, has developed targeted Vocabulary Worksheets(Click to see)
to incorporate
this twice-per-week instructional plan. These 56 Vocabulary
Worksheets are one instructional component of the Grades 4-12 language program series: Teaching the
Language Strand (of the Common Core State Standards) ©2012 Pennington Publishing. This
comprehensive curriculum provides the resources teachers need to teach grade-level Standards and to
differentiate instruction for their diverse learners in 60-90 minutes per week. Previews of the grade-level
teacher guides and student workbooks are available on the author’s website.
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