Developing Vocabulary Through
Thinking and Talking About Words
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Session Goals
•  Reflect on what is challenging about teaching
vocabulary
•  Review core elements of vocabulary instruction
•  Examine teacher and student roles during
vocabulary instruction
•  View and discuss vocabulary lessons
Reflection
•  Why is it important for students to develop and use
a rich and varied vocabulary?
•  What is challenging about helping students develop
a love of words and an appreciation for learning
new words?
Goals of Vocabulary Instruction
•  To help students learn strategies for unlocking word
meanings when reading independently
•  To support students in developing an interest in and
appreciation for word learning
•  To build classroom community and help students
grow as caring, considerate people
Why Teach Vocabulary?
•  Increases studentsʼ spoken and written vocabulary
•  Increases reading comprehension
•  Helps students develop interest in and appreciation
for learning new words
•  Provides students with word-learning strategies
Core Elements of Vocabulary Instruction
•  Children learn words in many ways, but incidental learning is
not enough
•  To learn new words children need: •  Explicit instruction in high-utility words
•  To be introduced to words in context
•  Student-friendly definitions and examples of how words are
used
•  Active, meaningful engagement with new words
•  Practice using the words
•  Multiple exposures to the words over an extended period of
time
•  Word-learning strategies
Daily Instruction
•  K–2 students 15–20 minutes of instruction
•  3–6 students 20–30 minutes of instruction
Suggested Weekly Approach
•  K–2: Four new words per week
•  Grades 3–6: Six new words per week
•  Include ongoing review
•  Review new words the day after theyʼve been
introduced
•  Provide weekly cumulative review for words learned
in previous weeks
Sample Lesson: Grade 5
Is Tulip petrified or uneasy?
“I think Tulip is [uneasy/petrified] because…”
“If Tulip were petrified, she…”
“If my friend says she canʼt go to the movies, I [might/
might not] be irate because…”
Instructional Activities •  What Might You Say or Do? Describe an imaginary
situation that involves the vocabulary word. Have students
discuss what they might say or do in that situation. (You
have a new student in your class today. She does not know
anyone in your school. What will you say/do to make her
feel secure?)
•  What Do You Think About? Have students notice what
they think about or what picture comes to their minds when
they hear the word. (Point to the word serene. Ask: What do
you think about when you hear the word serene? Why? Use
the prompt, “When I think about the word [serene], I think
about [hiking in the woods] because…)
Discuss the Lessons
•  How did the activities help you understand what the
words meant?
•  How did the activities help you learn to use the
words?
Instructional Activities — Grades K–6
• 
Act Out the Words
•  Alike or Different
• 
Find Another Word
•  Create a Sentence
• 
Finish the Story
•  Does That Make Sense?
• 
Which Word Am I?
•  Whatʼs the Missing Word?
• 
Imagine That!
•  What Do You Think About…?
• 
Make a Choice
•  What Might You Say and Do?
• 
Tell Me a Story
•  Which Word Goes With?
View the video
Decide with your partner who will focus on •  The studentsʼ thinking and behavior
•  The teacherʼs actions
NOTE: To view the video, please visit:
http://www.youtube.com/watch?v=_uvlYptM3ZU
Discuss the Video •  What did you notice about the studentsʼ thinking
and behavior?
•  What evidence did you see of students taking
ownership of the words?
•  How did the teacherʼs actions stimulate interest in
words and word-learning?
Criteria for Word Selection
•  High-utility words from read aloud texts
•  Tier Two Words—words students are not likely to
use frequently but that educated adults use in
speech and writing and appear in a wide range text
students might encounter
•  Words that are fun and interesting
•  Concept words related to ideas in read aloud texts
•  Words appropriate for teaching independent wordlearning strategies
•  Words chosen are usually different than words
defined in the read aloud lesson
Independent Word-Learning Strategies
•  Using context to determine word meanings
•  Recognizing words with multiple meanings
•  Recognizing antonyms and synonyms
•  Using prefixes and suffixes to determine word
meanings
•  Using knowledge of compound words to determine
word meanings
Prompt Cues
•  Provide language to prompt studentsʼ responses to a
question or activity so students will use the word in context
•  Example:
•  “A turtle is moving slowly through the grass.”
•  “Is the turtle whizzing through the grass? Why do you think
that? Turn to your partner.”
•  Have students use the prompt: “The turtle is/is not whizzing
through the grass because…” as they talk.
•  Allows students to begin to incorporate the new word into
their regular vocabulary and writing
Word Life Connections
Students answer questions that require them to
•  think more deeply about the words and •  relate them to their own experiences.
Social Values
•  Responsibility
•  Respect
•  Caring
•  Fairness
•  Helpfulness
Building Social Structures into the Classroom
Students develop socially and ethically through:
•  Discussing words with partners •  Applying prosocial values to their interactions and
lives
•  “What might you say or do?”
•  Use the words to discuss what imaginary characters
might say or do: e.g., gruff, timid, grumble, snapped
•  Cooperative Structures
•  Think, Pair, Share
•  Turn to Your Partner
Vocabulary Progress Assessment
Student SelfAssesment
Insert PDF Here
Additional Teacher Resources Available on
Word Lists (grades 3–6)
•  Prefixes
•  Suffixes
•  Idioms
Crossword Puzzles (grades 2–6) •  Every two weeks
•  Use definitions as the clues