Vocabulary In Action

A few years ago I attended a professional development training on the importance of teaching "Tier 2" vocabulary words.  Tier 2 words are complex, often nuanced, words that can be used in a variety of settings -- words like gullible, mimic, and coincidence.  These words are unlike traditional vocabulary words (Tier 1 words), which are low-frequency and domain-specific -- words like peninsula, proton, and protagonist.  Tier 2 words are found in literature and mature conversation; they are essential for strong comprehension and fluency.

In order to learn Tier 2 words, students need to hear them in a variety of settings and be able to recall and utilize them in different situations as well.  For the past few years, my school has been using the Scholastic Text Talk® program to introduce weekly Tier 2 vocabulary words.  There are a number of great features about this program, but my favorite thing is how much the kiddos love it!

Text Talk® Level B Books

Each week we have a new high-quality book to read-aloud (the books are a mix of realistic fiction, fairy tale, fable, and fantasy).  Throughout the story, there are teacher notes which include deep comprehension questions, retelling prompts, and brief vocabulary explanations.  The kiddos love the books and get very engaged in the stories through the questions.

I typically read each book all the way through on Monday, and then we re-read sections on Tuesday and Wednesday to focus on specific vocabulary words.  Each book introduces 6 vocabulary words, although only 4 of them are directly from the book -- the other 2 words can be used to describe a situation that occurs in the story but are not actually used in the book.  For instance, in the book Caps For Sale, one of the words is mimic. Knowing the word mimic, helps students explain and understand how the monkeys act in the story, although the author never says it.

Text Talk® Concept Web for the word "suspicious"

This year, I've also added actions for each vocabulary word to support kinesthetic learners.  During the 2nd and 3rd read-throughs, I often add interactive writing tasks, such as making lists, concept webs, or other graphic organizers that help students examine certain words in more depth.  By the end of the week, the kiddos have heard each of the 6 vocabulary words multiple times and begin to use them around the classroom.  It's so cute to hear them saying, "We need an orderly line," or "He has an assortment of toys," or "The monkey bars are very versatile"!