Vocabulary


 * __Tiered Vocabulary__**: Introducing Tier Two vocabulary words explicitly in direct instruction helps build students understanding of words. Furthermore research suggests that teachers intentionally use an increasing amount of these words in their daily interactions with students. Below is a slideshow synthesizing Tiered Vocabulary research and suggesting classroom use.

Below an article is attached regarding tiered vocabulary.



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**__The Frayer Model__** The Frayer Model is an adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word. It is important to include both examples and non examples, so students are able to identify what the concept word is and what the concept word is not. First, the teacher will assign the concept word being studied, and then talk about the steps involved in completing the chart.



__**Knowledge rating**__ Using a knowledge rating system is another strategy that has multiple benefits (Blachowicz & Fisher). Before students read a section of text, the teacher selects a list of vocabulary words or concepts that are important and displays them in a visible location. Then, the teacher has students self-evaluate their knowledge about each item on the list by rating them as a three (I can define and explain this), a two (I’ve heard about this), or a one (I don’t have a clue about this). As Blachowicz and Fisher (2006) describe, this serves three purposes. This method activates background knowledge that students may posses, gets students interested in the upcoming material, and it alerts the instructor what areas of instruction may need more scaffolding than others.



__** Own the Word **__ It seems obvious to say that a strong vocabulary contributes to reading comprehension. Yet, frequently as educators—particularly at the middle school and high school levels—we neglect to teach vocabulary in a manner that is **__explicit and direct__** for our students. Frequently, we provide students with the vocabulary they need but fail to teach them how to access that vocabulary and make the words their own. Teachers can use graphic organizers with their **explicit** ** vocabulary ** instruction Several own the Word organizers are provided depending on the specific needs of the teacher.







__** Semantic mapping **__

Semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another. Semantic mapping is an adaptation of concept definition mapping but builds on students prior knowledge or schema. While it draws on prior knowledge it recognizes important components and shows the relationships among the components. The framework of semantic mapping includes: the concept word, two category examples, and other examples. This is a very interactive process and should be modeled by the teacher first. The steps involved in semantic mapping are: write the concept word on the board, explain the steps involved and have students think of as many words as they can for the concept word, write the list on the board or overhead and have students copy it, and finally in groups have students put the words into categories.

__** Word Splash **__


 * Write all of the dictated words below (or copy off the board). Underline any word you are not sure of the meaning.


 * Next, write a brief story that uses all of the words (even if you are unsure of the meaning), in any order, and you may use the words as many times as you’d like. You may also change the ending of a word to help it fit your story. Your story has to make sense and be at least 10 lines long.