have not done so (Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006). For as much as we know about the positive effects of equipping students with a wide vocabulary, well-meaning teachers typically provide little more than a cursory nod to word meanings and often simply mention synonyms when defining a word or refer students to the dictionary (Scott et al., 2003). Both of these methods are insufficient to build the vocabulary students need to become capable readers.
Therefore, we are proposing a blended vocabulary model that consists of several components: modeling, explicit instruction, and orchestration of incidental learning opportunities. Use of online tools and digital applications runs throughout all components. This model honors other models of vocabulary instruction, is grounded in research, and utilizes modern technologies.
About This Book
In spite of decades of research on vocabulary and word learning, many of the practical aspects of that research have failed to trickle down to classroom instructional practice. As we’ve noted, persistent gaps in students’ vocabulary knowledge affect their comprehension and therefore their overall academic achievement. We have seen the ways academic achievement, or lack thereof, further affects students’ futures beyond the classroom. It’s imperative that we address these gaps and deliver direct instruction to all students to expand their vocabulary acquisition and ensure their learning and future success. We seek to address these gaps within these pages. Our goal in writing this book is straightforward. Within this professional resource, we seek to provide K–12 educators with a research-based, practical guide to more clearly understand vocabulary learning and its important implications for classroom instruction.
Word learning occurs through many varied avenues—reading, discussion, listening, environmental print, games, and direct instruction, to name just a few. Today, technology offers new avenues for practice, review, and word learning, and the Common Core State Standards (CCSS) for English language arts advocate using digital technology to support domain-specific literacy in secondary classrooms (National Governors Association Center for Best Practices [NGA] & Council of Chief State School Officers [CCSSO], 2010). This book seeks to inform and expand educator understanding around a blended learning framework that harnesses the power of digital tools to reinforce and expand effective, practical word learning in the classroom. We share instructional strategies for word learning for students of all ages and varying abilities. Integrating digital technology into instruction can help bridge the gap between students’ out-of-school and in-school practices (Alvermann, 2008; Hinchman, Alvermann, Boyd, Brozo, & Vacca, 2003/2004). Note that not every strategy we share will be conducive to digital tool use, nor should it be. Curriculum standards, along with your instructional decisions, come first in the planning cycle. You can then select technology and digital tools to support specific standards and instructional goals. In other words, it’s not about the technology but rather the teaching and learning that occur both inside and outside the classroom. We offer this simple yet meaningful model to help you better equip students for greater command over the power of words.
Intended Audience
When we write and create resources, we think about those who will likely read the book or blog post or use the resources. While our primary audience is teachers and literacy leaders, other individuals may also benefit from the information about vocabulary learning within this book. Though these roles vary in respect to implementing standards and vocabulary, each is nonetheless important. Our overarching goal is to provide educators with greater understanding specific to selecting, teaching, and assessing vocabulary that will give them the knowledge they need to implement a school- or districtwide comprehensive vocabulary model. To do so requires involvement from all these individuals.
• Teachers: Those who directly teach students in K–12 classrooms will benefit from the straightforward definitions and practical examples; instructional implications; instructional strategies for elementary, secondary, and special populations; and resources found within this book and online. We’ve observed that teachers often have a difficult time integrating digital tools to support literacy instruction. However, as responsible teachers, we must prepare students to become literate in using digital technology to support their independent learning and ultimate success in higher education and the workplace. Throughout this book, we provide guidance for you on using digital tools for instruction as well as for professional development and collaboration.
• Literacy leadership teams and collaborative teams: This book supports in-depth study and conversation about best vocabulary practices. We’ve included next steps at the close of every chapter that you can use to support a book study and to help implement research-based, instructional practices. We’d be thrilled to join you in a Twitter chat or other online forum should you choose to have an online book study.
• Principals and district leaders: This resource provides the nuts and bolts for you as building and district leaders to select, teach, and assess vocabulary across classrooms. Specific to your role, we also address how to build and sustain a culture of word learning, which we have found critical for sustainable implementation and success.
• Instructional coaches: This book is designed to support your efforts as the individual who trains and supports teachers. You can easily divide this resource into manageable chunks of content suitable for staff meetings, professional learning days, or meetings with grade-level teams or professional learning communities. Additionally, many of the blog posts we refer to throughout the book can serve as online resources providing additional examples, images, and resources.
What You Can Expect From This Book
Vocabulary plays an undeniable role in the reading success of students. The NGA and the CCSSO’s Common Core State Standards, along with many state and provincial standards, emphasize the role of vocabulary and word learning. Students who continually build a broad, enriched vocabulary become abler learners and achieve at higher levels than those who don’t. As educators who support teachers, we firmly believe that learning more about effective vocabulary instruction and refining current practices deserve our attention. The chapters that follow provide information and strategies for implementing effective school- or districtwide vocabulary instruction.
In chapter 1, we begin by discussing the importance of establishing a culture of word learning and providing guidance for literacy leadership teams to begin this work in their schools and districts. Chapter 2 details our proposed blended vocabulary model for conducting intentional vocabulary instruction, outlining other valuable instructional models we have drawn from. We provide background information about tiered vocabulary words and suggestions for ways you can approach the task of choosing the vocabulary words teachers will teach in their classrooms in chapter 3. Chapter 4 then explains effective instructional and assessment methods to teach and evaluate students’ vocabulary knowledge. Chapters 5 and 6 provide several specific strategies you may employ in elementary and secondary classrooms, respectively, to intentionally teach vocabulary, including direct and indirect instruction, review, and digital tools. Similarly, chapter 7 offers strategies that are appropriate to use with English learners (ELs) and students with disabilities. At the close of each chapter, we also feature a list of digital tools applicable to the chapter’s content that you can integrate into your instructional activities and independent practice. In appendix A (page 107), we provide in-depth reviews of these digital tools. They show great promise to enrich your vocabulary instruction through practice and review, and
