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Explicit Vocabulary Instruction

Presented By

Dr. Joe Dimino

Presentation Files & Handouts

application/pdf iconSlide Presentation - Explicit Vocabulary Instruction
application/pdf iconSlide Handout - Explicit Vocabulary Instruction
application/pdf iconExtra Handout - Selecting Words to Teach

Narrative

Joe Dimino describes a study examining the use of teacher study groups (TSGs) to increase teacher knowledge and improve practices with respect to vocabulary and comprehension instruction. In this session, Dr. Dimino outlines the content of the TSGs as it relates to vocabulary instruction. The vocabulary scope and sequence for the TSGs is designed to provide teachers with information on categories of the natural contexts in which words are situated; selecting words to teach; developing student friendly definitions; developing examples, non-examples, and concrete representations; developing activities to promote words learning; using context to determine word meanings; and reviewing and extending word learning.

Session Recordings

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Key Concepts

  1. <p>There are four categories of “natural contexts,” the contexts in which words are situated.&nbsp; These categories include misdirective (i.e., the context leads the reader toward the incorrect meaning of the word), nondirective (i.e., the context does not assist the reader in determining the meaning of the word), directive (i.e., there is enough information to lead students to the correct meaning of the word or the word is explicitly defined or explained in the text), and general (i.e., the context provides readers with adequate information to give them a general idea of the word’s meaning).&nbsp; Words situated in misdirective or nondirective contexts are the most important to teach because they do not allow the reader to interpret their meaning from other features of the text.</p>
  2. <p>There are several other factors to consider when choosing the words to teach, beyond “natural contexts.”&nbsp; The other factors to consider include the importance of the word (i.e., is the word conceptually central to the understanding of the text?), student factors (e.g., student knowledge and exposure to the word, importance for future learning), and word type (i.e., “Tier 1” or basic words, “Tier 2” or high frequency words, and “Tier 3” or specialized words).&nbsp; The words chosen should be conceptually central and important for future learning across “tiers.”</p>
  3. <p>Dictionary definitions aren’t very useful for students learning vocabulary because of their complexity and the limited examples that are usually provided for word use.&nbsp; Student friendly definitions characterize new vocabulary in specific terms and explain meaning in everyday language.</p>
  4. <p>Examples of word meaning should be provided—both from the text selection and beyond the text selection to support understanding of meaning within the text and in future applications.&nbsp; Contrasting examples help students understand the limitations of use for a given word.&nbsp; In addition concrete representations should be used to promote connections between abstract concepts (words) and something tangible representing word meaning.</p>

Implications For Teachers

  1. Teachers cannot teach all of the words students may not know, so they must prioritize the vocabulary students need to learn.
  2. Some vocabulary will be taught briefly, using brief instruction, while more complex words without familiar synonyms may require systematic, elaborate instruction. Because instructional time is limited, it is important that the number of words taught is manageable (i.e., approximately 10 words) for teachers and students.
  3. For vocabulary instruction to be meaningful words must be carefully considered and instruction must be planned. It is recommended that teachers use the procedures outlined for ‘selecting words to teacher’ in school teams to identify words in the same curriculum materials, thereby reducing the burden on individual teachers.
  4. Consider implementing teacher study groups within your school. This can be particularly helpful in planning for vocabulary instruction. An excellent resource for this is: Dimino, J., & Taylor, M.J. (2009). Learning how to improve vocabulary instruction through teacher study groups. Baltimore, MD: Brookes.
  5. It is important to choose student friendly definitions of vocabulary words. Dr. Dimino recommends the Collins Cobuild dictionary. This can be purchased through amazon.com.
  6. There are four important considerations when selecting words to teach students. These include text factors (e.g., the “natural context” in which the word appears), importance of the word (e.g., how often the student will come across the word), student factors (e.g., specific considerations pertaining to the learning needs of the student), and tier 1, 2, or 3 words.