Research has demonstrated that in order for students to learn new
vocabulary, two conditions are necessary:
1. multiple encounters with the words
2. opportunities to work with the words in a variety of contexts or
situations
Evidence that students have learned a new word includes their ability
to:
1.
understand the word when it is encountered in text
2.
use the word in conversation and in writing
3.
explain the meaning of the word
4.
identify examples and non-examples of the concept that the
word represents
5.
describe likenesses and differences between/among
concepts
6.
analyze features of the word: roots, prefixes, suffixes
7.
generate forms of the word
8.
recognize/generate related words
Teaching vocabulary involves:
 Identifying words to teach
 Developing student-friendly definitions
 Creating multiple opportunities for students to work with
the words in a variety of ways
 Assessing vocabulary understanding
CAR
2004
Kucan
1
Identifying Words to Teach
Which Words? Many textbooks include lists of important vocabulary
words at the beginning of a unit or chapter. The lists can be in the
student book, or in the teacher’s edition, or in both. Often, when the
words appear in text, they are printed in boldface type so students
notice them.
Analyzing the suggested words for a unit of study is an important
step in vocabulary instruction. Which words are most important?
Which have the potential to generate insights into how words work?
Possibilities
 You might choose words to teach based on the
content/concepts students will be learning about in a particular
lesson, chapter, or section.
 You might choose words related to a longer unit of study.
 You might choose to focus on key terms that will be used
across a course.
 You might choose to teach vocabulary that relates to more than
one unit so students can compare and contrast the
words/concepts.
How Words Work: Some words offer opportunities for students to
learn how words “work.” For example, in learning the meanings of
words like antagonist and protagonist, students can also learn about
the etymology of the words, which is the Greek word agon,
referring to a contest, debate.
In learning the meaning of the words monomial, binomial, trinomial,
and polynomial, students can also learn about the prefixes: mono-,
bi-, tri-, and poly-.
Greek and Latin roots provide insights into clusters of words such
as perimeter, thermometer, centimeter, diameter, and barometer.
CAR
2004
Kucan
2
Students can see relationships among words by generating related
forms of words. For example, while learning about the concept of
an intercept (noun), students can also think about the related forms
of the word, such as interception and intercept (verb).
Vocabulary instruction that involves not only teaching/learning the
meanings of words but also the features of words provides students
with insights into how words work.
How Many Words? 7-10 words a week seems to be a workable
number for students. After learning about several sets of words,
students need opportunities to review and maintain them.
Developing Student-Friendly Definitions
Accessible explanations of words create the foundation for vocabulary
instruction. Student-friendly definitions provide information that
explains fully what a word means. Such explanations are provided in
terms that students understand. At times, a definition may
require examples or analogies, or visual representations such as
diagrams or sketches. Information related to the features of
words (etymology, roots, prefixes) should also be included in the
definition.
Many textbooks have glossaries with student-friendly definitions.
However, some definitions may include unfamiliar terms to define a
word. In some cases, definitions may be too sparse or vague to
support students in building an understanding of the word.
Students need access to multiple sources of information in order to
develop meaningful definitions. If students work collaboratively and
then share their work with the larger group, an agreed-upon
definition can be created.
CAR
2004
Kucan
3
Creating multiple opportunities for students to work
with the words in a variety of ways
Once students have been introduced to the words they will be
learning, they need multiple opportunities to work with the words.
The instructional resources listed below provide a menu of possible
choices for designing such opportunities.
Resource
SAS
 On opening page, type
vocabulary into search box.
 Click on: English language:
Words: Web Lesson
Instructional approaches
Jargon and Specialized Vocabularies:
Part I: Using Jargon
Part III: Fun with Etymology
SAS

The websites listed here are excellent
resources for vocabulary development.

On opening page, type
vocabulary into search box.
Click on: English language:
Words: Web Resources
Handout about Vocabulary
University.
These activities:
 provide a good introduction to
vocabulary resources on the
web
 introduce the idea of contentspecific vocabulary
 engage students in
investigating word histories and
features
Of special note are the activities on
Greek and Latin roots presented at
Vocabulary University.
http://www.vocabulary.com
The Merriam-Webster website offers a
dictionary and thesaurus. The
dictionary entries provide the
etymology of a word as well as multiple
meanings and clearly identified uses of
the word as different parts of speech.
http://www.m-w.com/home.htm
CAR
2004
Kucan
4
Resources
Instructional approaches
Teaching Reading in the Content Areas Section on vocabulary
McRel
development (pages 70-89):
 Concept definition mapping
 Frayer model
 Prereading predictions
 Semantic feature analysis
 Semantic mapping
 Stephens vocabulary elaboration
strategy (SVES)
 Student VOC strategy
 Word sorts
Teaching Reading in Social Studies
Section on vocabulary
development (pages 78-103):
 Concept definition mapping
 Five-step method
 Frayer model
 Semantic feature analysis
 Semantic mapping
 Student VOC strategy
 Verbal and visual word
association
 Word sorts
 Zooming in and zooming out
Other ideas
Invite students to complete a chart of:
 synonyms/antonyms for each word
 examples for each word
 related forms of words (verb, noun,
adjective, adverb)
Handouts
 Words Their Way
These resources provide examples of:
 specific ways to focus student
attention on features of words,
including sorts, games, and
investigations
 words with Greek and Latin roots,
prefixes, mythology references
McRel

Wordshop examples

Latin roots, Greek roots,
prefixes
CAR
2004
Kucan
5
Assessing vocabulary understanding
Periodic
assessment
of
students’
developing
vocabulary
understanding is an important part of the instructional cycle. SAS
provides tools for developing tests in a variety of formats.
If assessments focus on 10 words, multiple items can be developed
for each word. Review tests can include words from several sets.
Some test items might also invite students to apply what they are
learning about features of words.
CAR
2004
Kucan
6
A proposal to talk about
Weekly Plan
DAY ACTIVITIES
1
Introduce words to be learned.
Have students work in small groups to develop student-friendly
definitions.
Have students record words and definitions in vocabulary logs/notebooks.
2,
3,
4
Choose from menu of possible activities to engage students in using the
words each day.
Small group work can make activities more manageable and less
time-consuming.
Use one day to focus on interesting features of words as they relate to
other words (for example, Wordshop, Vocabulary University).
5
Assess student understanding.
Periodically provide opportunities for students to work with multiple sets
of words as a review and maintenance activity, and to be assessed on
their understanding of those words.
CAR
2004
Kucan
7