Vocabulary Instruction: Which Words?

Cindy Riedl
Jan 01, 2007

Although we accept that consistent and pervasive attention to building word knowledge has tremendous potential for raising achievement for ALL our students, we often wonder whether we have selected the best words for critical attention. The following questions may act as a helpful guide as teachers make word selection of 'key  vocabulary' for instruction.

1. How much background knowledge might students have about each word or related concept (and how will I evaluate this prior-knowledge)?
2. Which words are most critical for understanding the content or text?
3. How frequently is the word encountered?
4. Is it a word that has multiple meanings or has the potential to mislead or confuse students?
5. Does the word have synonyms that can be substituted in context?
6. Does the word or concept require previewing to develop background knowledge before instruction, i.e. photosynthesis, satire?
7. What words or concepts will require more guided practice before students can use them independently?
8. What connections can be made with words students already know?
9. What words are difficult for students to grasp the meaning of and are frequently misunderstood?

During the creation of a content map for a topic or before a piece of literature or  text segment, it is helpful to create two lists of words: critical and supportive. Critical words typically require planned instruction and extensive practice before students are able to apply them successfully. More time is therefore designated for these words, whereas supportive words require less time for mastery because they are linked in some way to prior-knowledge of a concept or topic and simply require a review or explanation. These are the words teachers typically refer to as 'words students should have learned in the grades before, but didn't'. If time is wasted on direct instruction of supportive words, little time is left over for those words that are most critical to advancing the acquisition of new word knowledge.

Successful vocabulary instruction requires teachers to make wise choices as they select the 'key vocabulary' and related instruction that will have the greatest impact on raising student achievement. Possibly the above suggestions will be helpful as teachers prepare for daily instruction and word walls.

Cindy Riedl is the author of the book Vocabulary Instruction: A Learning-Focused Model, co-author of Mapping and Prioritizing Curriculum, and author of the upcoming book Advancing Vocabulary Instruction. Cindy is also a Learning-Focused Instructional Specialist and National Consultant.