Anchoring Vocabulary
Instruction
Why?
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One of the most direct ways to move children out of poverty is to increase their
vocabulary (from the research of Ruby Payne).
Increasing vocabulary often has a direct and positive impact on increasing
standardized test scores.
Vocabulary knowledge is related to comprehension achievement (Blachowicz &
Fisher, 2000).
Resources for Read Alouds
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Read aloud from picture books, trade books, and informational text. All
provide a rich resource for vocabulary.
HOOKS FOR WORD LEARNING
Anchor 1: Contextualize the word
being taught.
Ex. In the story, Lisa was reluctant to
leave Corduroy in the Laundromat.
Anchor 2:
Show the children the
spelling on a card and have the
children pronounce the word
(phonological anchor)
Ex. Ask students what they may find
“tricky” about spelling the word. Have
Students write the word on their hand
or in the air.
Anchor 3: Give the meaning.
Ex. Reluctant means you are not sure you want to do something.
Anchor 4: Provide extended examples.
Ex. Give examples of reluctant behavior other than in the story. (Someone might be
reluctant to eat a new food or someone might be reluctant to ride a scary ride.)
Have children provide examples and try to use the word in a sentence. (Usually they
begin by mimicking the examples you have provided—think about the levels of words
understanding.)
Resource: Bringing Words to Life Beck, McKeown and Kucan
www.learningunlimitedllc.com