Robust Vocabulary Instruction: A Mnemonic
World
Conquest
4 Components of
Robust Vocabulary Instruction
Language
Experiences
Specific
Words
STRAtegies
Word
Consciousness
Leg
Sword
Strap
World
Conquest
Leg
Component
Rich and Varied
Language
Experiences
Recommendation

Shared reading/writing that emphasizes target vocabulary (Beck, McKeown, & Kucan,
2003)

Teaching Specific
Words
Give-and-take discussions with a partner involving target words (Applebee, Langer,
Nystrand, & Gamoran, 2003; Guthrie & Humenick, 2004; Beck & McKeown, 2006), in home language, if
appropriate
1. Pronounce the word and ask students to repeat 2-3 times (e.g.,
call/response; “I say”/“You say”)
2. Explain with an image, student-friendly definition, and word forms (e.g.,
(Feldman & Kinsella, 2005)
predict; prediction; predictable)
3. Provide 2-3 examples (e.g., one from the text/lesson and daily life)
4. Elaborate using “turn and talk” to give students the opportunity to
develop their own examples and connections
5. Teach word learning strategies (e.g., read, recite, remember)
6. Formative Assessment via sentence completion tasks (e.g., The sun rises in
the east at predictable times of day.)
Teaching Word
Learning (Graves, August,


Mancilla-Martinez, 2013)

Fostering Word
Consciousness

(Graves, August, Mancilla-Martinez,
2013)



Using word parts (e.g., prefixes, suffixes)
Teach non-English roots (e.g., Greek & Latin)
Using context clues
Teach cognates (Spanish speakers), homophones/homographs
Use text-based discussion (e.g., Juicy Sentences)
Discuss idioms, cliches, and puns
Reinforce the importance of vocabulary (e.g., Word Wizards)