To be completely transparent, for more than half of my career, I was torn about exactly how to attack vocabulary- about providing instruction that would actually have an impact past my therapy room. I confess… I used many of the questionable methods that I discussed in Part 1 of this series. I often taught words in the moment; I taught strategies for context clues and words related to a book or theme. I felt confident about teaching Tier 1 words with my little ones, but academic vocabulary was a challenge for both me and my students.
It works at every grade level from K through high school.
When used in 24 classrooms – with one group using it and one not- the groups using it showed an average effect of 24 percentile points. That’s amazing!!
It works best when the students using a description from their own lives- not when the teacher tells them one or they copy someone’s.
Drawing the picture may be the most crucial part of the process but no parts should be skipped. Achievement was less when parts of the process were skipped.
Games proved to be an important part and played a powerful part for recall.
Old School Speech says
I love this post! I love how you made the word "come to life" and how excited the students were. You are amazing!!!
Hi! I found this post while searching for ideas of how to encourage more use of tier 2 and academic vocabulary in our school. I'm an ELL teacher for grades 1-5 in an international school where almost all of our kids are ELL on various levels. If there's not much teacher or admin buy-in to the idea and importance of teaching vocabulary explicitly, how can I as one teacher (with 33 classrooms) encourage this and/or push-in to teach vocabulary lessons effectively? Appreciate any words of wisdom! Thank you!