Ch. 1: Rationale for robust vocabulary instruction
1.
How is vocabulary learned?
2. What problems does this method present?
3. How does your core address vocabulary instruction? Give an example.
4. What are the three tiers?
5. What does it mean to “know a word”?
Ch. 2: Choosing words to teach
1.
What are some criteria for identifying tier two words?
2. How can you select words to teach that are beyond tier two?
3. How can you give vocabulary instruction if there are not enough words in your chosen
text?
4. Summarize “An Example for Older Students.”
5. Summarize “An Example for Young Children.”
6. What are two things that make a word inappropriate for a certain level?
7. How does your core address word choice?
Ch. 3: Introducing vocabulary
1.
Is it better to introduce vocabulary between, before or after reading? Why?
2. What are some problems with dictionary definitions?
3. What are two basic principles toward developing student-friendly explanations of
vocabulary? Explain briefly.
4. Explain “Providing meaning information through instructional contexts.”
5. Explain “Providing meaning as words are encountered.”
6. What are the activities that engage students in dealing with word meanings? Explain
briefly.
① Word associations
② Have you ever…?
③ Applause, Applause!
④ Idea completions
Ch. 4
Developing vocabulary in the earliest grades
1.
What are the goals of Text Talk?
2. What are the teacher’s roles in supporting children’s learning? Explain them briefly.
3. Design your own vocabulary instructional sequence based on this chapter.
4. Describe the instructional sequence used by your core program to develop vocabulary in
the earliest grades.
5. If your core is not sufficient in teaching vocabulary . . . what would you do to enhance
vocabulary development?
Ch. 5
Developing vocabulary in the later grades
1.
What are the three features of the vocabulary instruction that the authors designed?
Explain them briefly.
2. What is different for vocabulary work in upper grade levels?
3. How does vocabulary instruction in your setting prepare students for later grades?
What can you do better?
Ch. 6
Making the most of natural contexts
1.
What are some of the challenges that low-ability students encounter as they try to
figure out word meanings through context?
2. What instructional components could be used to help low-ability students meet the
challenges of using context to derive word meanings?
Ch. 7
Enriching the verbal environment
1.
What do you think a rich verbal environment means?
2. How can you make your classroom a rich verbal environment?
3. List examples of how the verbal environment is enriched in your classroom/school
setting.