TextProject president and CEO Elfrieda H. (Freddy) Hiebert blogs about important issues in reading research and practice.
Frankly Freddy entries (published from 2005 to 2014) have been sorted into five topics of literacy learning and instruction. Click here to download the ebook!
Vocabulary is one of the topics that Cassidy and Cassidy listed as hot in Reading Today. Vocabulary should always be a hot topic in that it forms the foundation of knowing and learning anything. A typical direction that educators take when a topic is hot is to think of lessons and materials and curriculum. These things are part of the solution but an additional resource lies in the everyday talk of classrooms. Language is the medium of human interaction and, like any human context, language fills classroom life.
Word consciousness is much more than knowing about words or even knowing many words. Word consciousness is also a disposition—an appreciation of words and an interest in them.
Beyond the primary grades, the language of written texts becomes more sophisticated than the language of oral language. This doesn’t mean, however, that students don’t need numerous opportunities to hear and express sophisticated vocabulary in oral language.
Emphasizing vocabulary as a first step of a lesson makes sense in that different languages use different words to represent the same concepts. Students may already have the concept in their native language or at least some relevant background knowledge to the concept.
School texts, especially those in content areas, have a special register called academic language. Within the academic language of content area textbooks, distinctions can be made in vocabulary.
If educators are to make a dent in the vocabulary gap that currently exists between low- and high-achieving students, disciplined ways of selecting words for instruction—and assessments—are needed.
In many schools and for the many topics that are part of a school curriculum, field trips aren’t possible. A Vocabulary Visit serves as a viable alternative, providing students with a multitude of experiences with the core words related to a topic.
Learning the stories behind words can be intriguing. The creation of Word Stories can be a way to involve students in the adventure of language.
As students move through the grades, morphological awareness increasingly predicts students’ reading.
How can we scaffold or support the development of proficient self-selected reading? The answer is not to put students into contexts without any guidance. That is, students shouldn’t spend instructional time with text that they have self-selected when they have not been taught how to select books.