Words Matter: Elevating Vocabulary Instruction in the Classroom
David Geary, in his work on cognitive development, introduces the concept of Biological Primary Knowledge as a set of innate skills that children acquire naturally and effortlessly. This includes the development of a child’s first language, encompassing both receptive skills (listening and understanding) and expressive skills (speaking). Geary argues that children are biologically predisposed to learn their mother tongue, a process that unfolds intuitively without the need for formal instruction.
However, while the acquisition of language may be biologically programmed, the richness and depth of a child’s vocabulary are significantly influenced by their home literacy environment. The quality of language exposure a child receives at home—through parent-child verbal interactions, conversations, language modelling, and the elaboration of language—plays a crucial role in shaping their vocabulary.
In essence, Geary emphasises that while the ability to learn a first language is an inherent biological capacity, the extent and quality of vocabulary acquisition are greatly affected by external factors such as the linguistic environment and the engagement of caregivers in verbal communication with the child. This interaction between biological predisposition and environmental influence underscores the complex nature of language development in early childhood.
Children will most likely develop the most basic words, known as Tier 1 vocabulary, naturally and biologically. These words are unsophisticated, commonly used by children, and typically do not have multiple meanings. As a result, they rarely require explicit instruction.
“Although a great deal of vocabulary is learned indirectly, some vocabulary is also learned through direct, explicit instruction. Explicit vocabulary instruction helps students learn difficult words, such as words that represent complex concepts that are not part of the students’ everyday experiences.” (Beck et al, 2002)
Tier 2 Vocabulary:
Tier 2 vocabulary is more complex in its acquisition and use. These high-frequency words occur more frequently in academic settings and require explicit instruction. They are versatile words that students can use across various curricular areas. Beck, McKeown, and Kucan (2002) note that “Tier 2 words provide access to academic language with the greatest functionality and utility across subject areas.” Engaging and stimulating vocabulary instruction can set students on the path to a lifelong fascination with words.
Tier 3 Vocabulary:
Tier 3 words are low-frequency and topic-specific. This vocabulary is taught during explicit instruction, focusing on words with distinct meanings and purposes related to a specific content area. These words are usually heavily supported with scaffolds and topic-specific explanations.
By categorising vocabulary into these three tiers, teachers can strategically focus their instruction, ensuring that students build a robust vocabulary that supports both everyday communication and academic success.
Teaching vocabulary is crucial and should be approached with thoughtful planning and a clear, explicit strategy. Exposure to rich texts, both in the classroom and beyond, is essential for language and vocabulary development. The more words a child is exposed to, the greater their personal lexicon will be, enhancing their comprehension and learning. Effective vocabulary instruction prepares students to master the intricacies of receptive and expressive language, reading, writing and spelling skills. Vocabulary is the building block of language comprehension. It stands to reason that children with a richer vocabulary and better reading comprehension are more enthusiastic and willing to read for pleasure. Vocabulary is the glue that holds stories, ideas and content together. By fostering a language-rich environment and encouraging diverse reading experiences, teachers can significantly enhance their students’ vocabulary and overall language proficiency.
“Explicit instruction of spoken vocabulary is a high impact strategy that increases comprehension more than any other intervention and enhances learning outcomes for all students.” (Beck, McKeown and Kucan, 2002)
Supporting Vocabulary in the Classroom
Classrooms that support and encourage sophisticated word usage create a rich oral language environment characterised by:
- Multiple exposures to Tier 2 vocabulary in a variety of contexts
- Explicitly taught word meanings using clear, consistent, and understandable language
- Rich and extensive opportunities to practice new words, promoting deep processing and more complex levels of understanding
- Ample structured reviews to revisit learned words within and across lessons
- Numerous opportunities to reinforce vocabulary through wide independent reading
- Nurturing an appreciation for words and their usage
(Beck, McKeown and Kucan, 2002)
Vocabulary Instruction
Vocabulary instruction should be inclusive and equitable, providing all students, including the most vulnerable, access to vocabulary development. Effective vocabulary instruction is lasting and profound, becoming orthographically mapped when students can read the word, explain its meaning in their own words, and apply it in various contexts.
How to Teach Vocabulary
Begin with Exposure: Introduce students to the written word and articulate it clearly.
Provide Definitions: Tell the students the meaning directly to avoid confusion and inaccuracies.
Build Conceptual Understanding: Define the word to build a conceptual understanding of what it represents and how it connects to other words in the same subject or with similar meanings.
Explicit Vocabulary Instruction Routine
Introduce the Word: Say the new vocabulary word aloud.
Student Repetition: Have students repeat the word.
Map the Word: Use phonic knowledge to segment the word into individual sounds.
Syllabification: Segment the word into syllables.
Provide a Definition: Offer a student-friendly definition.
Student Repetition of Definition: Students repeat the definition as you point to the word written on the whiteboard or a slide.
Repetition for Reinforcement: Students repeat the vocabulary word.
Students Define the Word: Encourage students to define the word in their own words.
Partner Turn and Talk: Use an A-B/B-A routine to embed vocabulary through partner discussions.
Provide Contextual Examples: Use pictures, acting, novel sentences, read-aloud texts, and student texts containing the vocabulary word to illustrate its meaning.
Check for Understanding: Ask questions that require students to use the vocabulary in sentence context.
Scaffold Responses: Provide sentence frames for student responses, with gaps for the vocabulary word.
Prompt Complete Understanding: Ask questions that ensure comprehensive understanding of the word and its meaning.
Generate Sentences: Students create their own sentences using the word.
By following these structured routines and strategies, teachers can ensure that vocabulary instruction is effective, engaging, and impactful, setting students on the path to a lifelong fascination with words. As David Crystal aptly notes, “Education is the process of preparing us for the big world and the big world has big words. The more big words I know, the better I will survive in it. Because there are hundreds of thousands of big words in English, I cannot learn them all. But this does not mean that I shouldn’t try to learn some.”
Beata Goldman