Good word in vocabulary instruction b

2. WHAT’S THE GOOD WORD IN
VOCABULARY INSTRUCTION?
(Hint: Context and Cognition)
Yeah, that’s two words. Couldn’t help myself.

5. cayenne arrow = for “underserved students” +
ocean arrow = for explicit teaching of thinking

6. CONTEXT
1. Purpose of vocabulary use
(communication or learning
objective)
2. People with whom vocabulary is
used (register)
3. Discourse in which vocabulary
occurs

8. COGNITION
1.Metacognition
2.Modeling
3.Gradual release of
responsibility

10. (Baumann & Graves, 2010; Nagy & Townsend, 2012; Beck, McKeown, & Kucan, 2013)
Tier 1
Tier 2
Tier 3
I did not like lunch today.
Ours is, like, the worst cafeteria
ever.
She said I had to synthesize
the theses from three persuasive essays
on that website.
Then he shows us those anatomical
drawings and says, “See? Ontogeny
doesn’t always recapitulate phylogeny.”

11. (Baumann & Graves, 2010; Nagy & Townsend, 2012; Beck, McKeown, & Kucan, 2013)
Tier 1
Tier 2
Tier 3
listening, speaking,
reading, writing
Text structures,
Text features, phrases
Discourse, epistemology
Casual Discourse
Academic Discourse
Disciplinary Discourse

12. (Baumann & Graves, 2010; Nagy & Townsend, 2012; Beck, McKeown, & Kucan, 2013)
Tier 1
Tier 2
Tier 3
listening, speaking,
reading, writing
Text structures,
Text features, phrases
Discourse, epistemology
Casual Discourse
Academic Discourse
Disciplinary Discourse
also texting, tweeting, video posting

13. TEACHING
1. Provide rich and varied language
experiences.
2. Teach individual words (academic and
disciplinary vocabulary)
3. Teach word learning strategies
a. Context clues
b. Word parts
c. Word search
d. Personal strategies
4. Promote word consciousness
1. Play
2. Self-expression
3. Investigate

14. Tier 2
Text structures,
Text features, phrasesAcademic Discourse
Text
Structures
Text
Features
Academic Phrases Academic Vocabulary
titles
subtitles
Charts
Graphs
Tables
therefore, however,
furthermore, because
recall, analyze,
evaluate, summarize,
synthesize
compare/contrast,
cause/effect,
problem-solution
Diagrams
Models
on the other hand,
alternatively, in
contrast
thesis, main idea,
support, conclusion
essay, informational
text, instructions
Photographs
Digital Media
similarly, along the
same lines
highlight, annotate,
note,
table of contents,
glossed items,
definitions, glossary
app, podcast, video,
comment section,
blog, tweet
for example, for
instance
link, URL, upload,
download, file,
hierarchy, save, delete

15. TEACHING
1. Provide rich and varied language
experiences.
2. Teach individual words (academic and
disciplinary vocabulary)
3. Teach word learning strategies
a. Context clues
b. Word parts
c. Word search
d. Personal strategies
4. Promote word consciousness
1. Play
2. Self-expression
3. Investigate
(Graves, 2006)
ask

16. Tier 2
Text structures,
Text features, phrasesAcademic Discourse
Text
Structures
Text
Features
Academic Phrases Academic Vocabulary
titles
subtitles
Charts
Graphs
Tables
therefore, however,
furthermore, because
recall, analyze,
evaluate, summarize,
synthesize
compare/contrast,
cause/effect,
problem-solution
Diagrams
Models
on the other hand,
alternatively, in
contrast
thesis, main idea,
support, conclusion
essay, informational
text, instructions
Photographs
Digital Media
similarly, along the
same lines
highlight, annotate,
note,
table of contents,
glossed items,
definitions, glossary
app, podcast, video,
comment section,
blog, tweet
for example, for
instance
link, URL, upload,
download, file,
hierarchy, save, delete
Brad’s “Hero Teacher” Risa Cohen

17. TEACHING
1. Provide rich and varied language
experiences.
2. Teach individual words (academic and
disciplinary vocabulary)
3. Teach word learning strategies
a. Context clues
b. Word parts
c. Word search
d. Personal strategies
4. Promote word consciousness
1. Play
2. Self-expression
3. Investigate
(Graves, 2006)
books

18. Tier 3 Discourse, epistemologyDisciplinary Discourse
Epistemology
Academic
Vocabulary
Disciplinary
Vocabulary
How do the experts think
about this?
recall, analyze, evaluate,
summarize, synthesize
Math
How do we prove that it’s
true? (warrant)
thesis, main idea, support,
conclusion
Biology
How do we test if it’s true?
(warrant, backing or
support)
highlight, annotate, note, History
What is true?
link, URL, upload, download,
file, hierarchy, save, delete
ELA

19. SYNERGY
1. Select a disciplinary table (subject area table). Move to it.
2. With your table mates, brainstorm academic vocabulary and disciplinary
vocabulary for that subject in the grade level in which you most often work. Write
down at least 1 example of each category.
3. When everyone has had a chance to write at least one term, brainstorm ways to
teach the vocabulary. Choose from one category below for each word. Write briefly
but with some detail. Feel free to use the books I brought!
a. Rich language experience
b. Teach an individual word
c. Teach word learning strategies
d. Foster word consciousness
I’ll collect these and post them
to the Dropbox.

20. REFERENCES
Beach, R., & O’Brien, D. G. (2015). Using apps for learning across the curriculum. New York: Routledge.
Retrieved from http://samples.sainsburysebooks.co.uk/9781317668503_sample_727621.pdf
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary
instruction. (2nd ed.) New York: New Guilford.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York: Teachers College
Press.
Baumann, J. F., & Grams, M. F. (2010). What is academic vocabulary? Journal of Adolescent and
Adult Literacy, 54(1), 4-12.
Templeton, S., Bear, D. R., Invernizzi, M., Johnston, F., Flanigan, K., Townsend, D.
R., . . . Hayes, L. (2015). Vocabulary their way: Word study with middle and secondary students
(2nd ed.). Upper Saddle River, NJ: Pearson.

22. https://www.dropbox.com/s/z7ik9f7w78x24ov/Good%20Word%20in%20Vocabulary%20Instruction.pdf?dl=0