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**THREAD**
What does explicit vocabulary instruction look like in the English classroom?
Here are some examples taken from when I teach 'Of Mice and Men'.
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What does explicit vocabulary instruction look like in the English classroom?
Here are some examples taken from when I teach 'Of Mice and Men'.
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Word selection always comes first. The words I have selected will not be encountered when pupils read the text, so word selection (Tier 2 and Tier 3) is about ensuring pupils have the tools - the words - to engage meaningfully and maturely with complex themes as they arise.
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Pupils explore the etymology of words.
Quigley (2014) asserts that the benefits of discussing etymology can be "significant in terms of knowledge development". This 'origins and insights' approach that I use works well; it promotes a rich and deep evaluation of meaning.
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Quigley (2014) asserts that the benefits of discussing etymology can be "significant in terms of knowledge development". This 'origins and insights' approach that I use works well; it promotes a rich and deep evaluation of meaning.
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T H R E A D:
Reading @HuntingEnglish's post on KOs got me thinking about *Vocabulary Word Lists*.
I see lots of people sharing, with good intentions, lists of words relating to topics. Reflecting on evidence pertaining to #ExplicitVocabularyInstruction, here are some thoughts.
Reading @HuntingEnglish's post on KOs got me thinking about *Vocabulary Word Lists*.
I see lots of people sharing, with good intentions, lists of words relating to topics. Reflecting on evidence pertaining to #ExplicitVocabularyInstruction, here are some thoughts.
1. Creating a word list to give to students is, in itself, ineffective - especially if the words will not be encountered in the text being studied. Also, giving students a word list prior to the explicit teaching of vocabulary is likely to cause extraneous cognitive load.
2. Selection. The process of determining key vocabulary is beneficial for teachers re: planning and instructional design. Goldstein et al. (2017) stress that “precise meanings of academic words vary based on context" so disciplinary knowledge is essential when sharing meanings.
