Direct Vocabulary Instruction

Direct vocabulary instruction requires selecting a few useful and important words to teach explicitly. Teachers must provide a student friendly definition and encourage students to be activity involved with the word meaning. It is important to provide multiple exposes to the selected words in a variety of contexts over time.

Tier 2 Words: Beck and colleagues suggest that teachers focus vocabulary instruction on Tier 2 words.

• Tier 1 words are words students are likely to know (e.g., baby, funny). These are basic words that do not usually require instruction in word meaning. English language learners, who need instruction in more basic vocabulary, may require instruction in Tier 1 words.
• Tier 2 words appear frequently in many contexts, are words that can be worked with in a variety of ways, and are words in which students have a general knowledge. These words will add precision and specificity to their language. (e.g., obstacle, compromise). Concentrate on these words during your instruction.
•  Tier 3 words appear rarely in text or are content specific (e.g., irascible, biogenetics). These kinds of words are encountered infrequently, so it is usually not recommended to devote a lot of time to teaching these words. Academic vocabulary are often Tier 3 words, teach these as needed in content area.

Basic Text Talk Instructions: (Beck, McKeown, Kucan, 2002) Text Talk is a good method for word explanation with repeated oral readings.

1. Read the story. (If a word is import for comprehension, stop and give a short explanation.)
2. Conceptualize the word within the story.
3. Have children say the word.
4. Provide a student-friendly definition.
5. Engage them in activities using the word.
6. Have children say the word again.

*Note: If the teacher is reading the selection, word instruction can come after reading the selection. Conversely, if the students are reading the selection, word instruction should come prior to students reading.

The STAR Model: (Blachowicz, 2005)
S = Select (Select words essential to comprehension; words that have a high degree of utility. Select four to six words that are fundamental to retelling or summarizing the text.)
T = Teach (Before reading, teach words that are key to comprehension but are not explained in context. During reading, use contextual clues to help students discover meaning. Provide a student friendly definition if students are unable to accurately define the word and have the students make a personal connection to the word.)
A = Activate (Provide activities in which the students will be actively involved in hearing, reading, and writing the target word. Engage in activities that connect the new word with known words or ideas. Have students act out or demonstrate word meanings.)
R = Revisit (Use additional activities to revisit target words providing multiple exposures in a variety of context over time.)