1. Establish Efficient yet Rich Routines for Introducing Target Words – vocabulary instruction can take a lot of time, so plan well. Introductions can be quick and direct, more time to discuss during review. 2.Provide Review Experiences That Promote Deep Processing of Target Words- Students need active and deep processing of word meanings. Ongoing review to keep exposing target words and promote deep processing. 3.Respond Directly to Student Confusion by Using Anchor Experiences- Don’t let misunderstandings float from student to student. Provide clear anchor definitions and examples. (Close, good try. It actually is…) 4.Foster Universal Participation and Accountability- You don’t want students with greater knowledge to dominate the discussion. Hold all students accountable for learning word meanings.
VP MODEL FOR INTRODUCING TARGET WORD MEANINGS (Manyak, P et al., 2014, p. 16):
1. Present the word in context in which it appears in text. 2. Provide a kid-friendly definition 3. Provide multiple examples of use. (a variety of sentences) 4. Prompt student use 5. Show and briefly discuss a visual image 6. Conclude with a thought question and/or a quick interactive activity (good for formative assessment).
Example of VP Model: 1. “It was on the corner of the street that he noticed the first sign of something peculiar – a cat reading a map.” (Taken from Rowling, J. (1997). Harry Potter and the Philosopher's Stone. London: Bloomsbury Pub.). 2. Peculiar means something out of the ordinary, not usual, odd. 3. The lady at the grocery store looked quite peculiar while shopping in slippers. The boy looked quite peculiar without two front teeth. It was so peculiar to see a dog dressed up in a sweater. 4. Think of all the peculiar things you have seen. Who can share one? Make sure that you use the word peculiar, like “It was so peculiar when…” 5. Look at this picture. Who can explain why I am showing you this picture for the word peculiar? 6. Ready for a little quiz? I am going to say a sentence. If the statement in the sentence is peculiar, I want you to say peculiar. If not, don’t say anything.
Connect Two Strategy (Blachowicz, 1986) (Manyak, P et al., 2014, p. 18):
Students find two words on the word wall that are connected and prepare to explain the connection. Teacher then calls on students to explain the connection between their two words.
Variations: Connect Three: Write the Connection (____ and ____ are connected because). Content Connect Two: Look at our social studies word wall. Find a word in the concept column and word in the actions column that are connected and be ready to explain the connection.
Two-In-One Strategy (Blachowicz, 1986) (Manyak, P et al., 2014, p. 18):
Students write one or more sentences that use two or more word wall words. Several students read their sentences and the teacher asks others to evaluate the usage of the words in the sentence.
Variations: Content Two-in-One: Look at our science word wall. Find a word in concepts column and a word in parts and things and write a sentence that uses both words.
Character Trait Writing (Manyak, P et al., 2014, p. 18):
Students select a target character trait word and write two or three sentences about how it fits a character in a current or past narrative text. Pick some students to read their sentences and have other students critique how they used them.
Concept Word Precise Writing: (Manyak, P et al., 2014, p. 19):
Students select a word from the concepts column of the word wall and explain it in writing, staying under a word limit that the teacher sets. Choose a few students to read their texts and other students offer critiques to evaluate their explanations.
Manyak, P., Gunten, H., Autenrieth, D., Gillis, C., Mastre-O'farrell, J., Irvine-Mcdermott, E., Baumann, J., Blachowicz, C. (2014). Four Practical Principles for Enhancing Vocabulary Instruction. The Reading Teacher, 68(1), 13-23.