Vocabulary Instruction Strategies and Concepts

The tiered vocabulary approach for vocabulary instruction does NOT include which of the following?

• Discipline-specific vocabulary required for specific content areas

• Academic vocabulary equally identified across content areas

• List of morphology of words used in everyday conversations

• Common, everyday words learned through exposure to language

In most cases, explicit instruction of these types of words would be provided only to students with limited vocabulary skills, such as, emergent bilingual students.

• Academic vocabulary words

• High-frequency words

• Function words

• Discipline-specific words

Tags

CCSS.L.4.6

CCSS.RI.4.4

CCSS.RI.5.4

CCSS.W.4.2D

CCSS.W.5.2D

Which of the following groups of words are considered discipline-specific words?

• Differentiate, complete, summarize

• Cell membrane, freedom, alliteration

• Of, the, and

• Doorway, schedule, student

Tags

CCSS.L.4.6

CCSS.RI.3.4

CCSS.RI.5.4

CCSS.W.4.2D

CCSS.W.5.2D

Which word learning strategy is the best way to approach teaching students words with multiple meanings?

• Context clues

• Affixes

• Using a dictionary or glossary

• Memorization

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

Explicit vocabulary instruction that supports oral language development does NOT include which of the following?

• Using the word in authentic conversations

• Oral practice of the vocabulary word - say it, repeat, discuss words parts

• Looking at the context of the vocabulary to create a student-friendly definition

• Write the word repeatedly to commit to memory

Tags

CCSS.L.4.6

CCSS.RI.4.4

CCSS.RI.5.4

CCSS.W.4.2D

CCSS.W.5.2D

The teacher might choose the Tier 2 word desert to teach explicitly because it has a Spanish cognate that is pronounced nearly the same as the English word (desierto), and she knows that students will be learning about deserts later in science.

• True - Teaching cognates is a highly effective method for teaching new vocabulary to emergent bilingual learners.

• False - The word is almost the same in the student’s first language, so it is likely he or she already knows it.

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

The teacher should teach the Tier 3 word abdomen because many animals, including most insects have abdomens.

• True - Choose words that are important to understanding the text but are transferable to other contexts. Humans and other vertebrates have abdomens as well as insects.

• False - Because humans have abdomens, children will eventually hear this word in conversation and learn it incidentally (like at a doctor’s office).

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

The teacher should explicitly teach the Tier 3 word burrow because it is important for understanding this passage.

• True - Burrow is not a commonly used word in text or speech, but it appears in this passage two times. Therefore, its meaning is important for understanding the passage.

• False - Burrow is not a commonly used word in text or speech, and it is clearly defined in the sentence as a “hole in the ground.” This definition is sufficient for student comprehension of the passage.

Tags

CCSS.L.4.6

CCSS.RI.3.4

CCSS.RI.5.4

CCSS.W.4.2D

CCSS.W.5.2D

The teacher should explicitly teach the word surprise.

• True - The word surprise is a Tier 1 word, but since there is a Spanish cognate (sorpresa), the teacher should explicitly teach it.

• False -The word surprise and its Spanish cognate sorpresa are Tier 1 words in both languages, so the teacher might point out during the reading that surprise means sorpresa for English learners and then move on.

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

Which of the following is NOT a recommended practice for teaching vocabulary to emergent bilingual Learners?

• Choose words that are concrete and can be shown or demonstrated.

• Choose words that are key to understanding a text the students will be reading.

• Teach root words and affixes.

• All of these are recommended practices.

Tags

CCSS.L.4.6

CCSS.RI.3.4

CCSS.RI.4.4

CCSS.RI.5.4

CCSS.W.5.2D