A strong vocabulary (along with ample background knowledge) is one of the best predictors of reading comprehension success. Honing both receptive and expressive vocabulary is important, and there are many ways to do this. But first, let’s discuss some vocabulary terminology.
Receptive vocabulary is the vocabulary understood through listening and reading, whereas expressive vocabulary is the vocabulary one uses to express oneself when speaking or writing. It is not unusual for a student to have strong receptive vocabulary but weak expressive. They may understand what is said to and asked of them, but when it comes to using rich vocabulary to express themselves, they struggle. They get their points across, but by using more Tier 1 vocabulary rather than fluency with Tier 2 vocabulary — and Tier 3 as necessary. Building one’s expressive vocabulary is vital for helping students better articulate their thoughts and ideas, and boosting their confidence.
TIERED VOCABULARY
Tier 1 Vocabulary is familiar to most students. In other words, common knowledge. (Note: this may not be the case for EL students who may require additional Tier 1 vocab support.) These words are basic, high-frequency words. They are used in everyday conversations and typically require no direct instruction. (Examples: blue, animal, happy).
Tier 2 Vocabulary is more academic. These words are high frequency words, but they are more sophisticated. They may be found across curriculum and in content texts. These words can become part of our everyday lexicon with direct instruction and increased exposure. They are critical for becoming a more descriptive speaker, knowledgeable listener, and proficient reader and writer. (Examples: navigate, surface, exhilarating)
Tier 3 Vocabulary pertains to very specific academic domains. They are words that are generally not used in everyday conversation unless discussing a specific content area. (Examples: atom, photosynthesis, mitosis)
WAYS WE LEARN
Learning happens one of two ways: indirectly or directly. Indirect vocabulary exposure is vocabulary that students are exposed to in their environments. They become familiar with these words by overhearing those in their community use them, through daily conversations, or seeing them in print. Students may or may not become receptively and expressively proficient in vocabulary through indirect exposure; however, it is through direct instruction when students have a better chance of gaining proficiency in both receptive and expressive knowledge of words, particularly at the Tier 2 and 3 levels. Direct instruction of vocabulary relies on an intentional focus of explicitly teaching language. One of the best ways to facilitate this direct instruction is through structured word inquiry, a powerful and effective way to investigate words through etymology, morphology, and phonology. When a word is taken apart, and all aspects of the word are dissected, meaning — and spelling! — are better retained. .
STEPS TO ACQUIRE NEW VOCABULARY
When new or unfamiliar words are introduced to students, consider an explicit step-by-step process such as the one below to support students in building their vocabularies for long-term retention.
Say the word. Have students repeat the word. Say each sound / syllable in the word clearly.
Write the word so that students can see how it is spelled. Say the word again.
Ask if students have heard this word before. If so, how have they heard it used?
Ask students to write the word. Address any spelling patterns that seem relevant for discussion with your students. Point out morphemes and roots or bases.
If applicable, show a picture of or relating to this word.
Does this word have more than one meaning? If so, what are the different meanings or associations?
Give a student-friendly definition.
Use it in context more than once.
Ask students to use the word in a sentence. Ask them to read their sentences to a partner.
Allow time for students to illustrate the word.
When we take sequential steps to directly teach vocabulary, students start thinking more about the words they come across. They become better able to comprehend texts, and more proficient at articulating their thoughts and ideas by utilizing just the right words. They will present themselves as more interesting, descriptive and articulate.
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