Vocabulary Instruction
In the transitional kindergarten through grade
one span, as in all grade levels, children are provided
thoughtful and deliberate vocabulary instruction that
involves providing children with extensive experiences
with language, creating a word conscious environment,
teaching specific words, and teaching word-learning
strategies. (See chapter 2 of this ELA/ELD Framework.)
The latter two are discussed here. See the grade-level
sections of this chapter for additional information.
Selected words from literary and informational texts
and content area instruction (e.g., history–social science,
science, mathematics, and the arts) are defined and
discussed at different points in the instructional cycle.
Some words are best previewed before engaging with
a text or content area investigation (such as those that substantially impact meaning), some are
discussed at the time of use (such as those for which a synonym may be supplied), and some are
explored in depth afterwards (such as those that are likely to be encountered in many contexts). The
curriculum is designed so that children have multiple exposures to new vocabulary. For example, text
sets on a grade-level topic are created so that children experience a target word used in different
texts. And, content area curricula are well organized so that new concepts, and the accompanying
vocabulary, are developed coherently and over time. In addition, teachers intentionally use the new
vocabulary in written and oral interactions, including during discussions and hands-on experiences,
with children throughout the day in order to model appropriate and wide application of the words.
Students explore and build an understanding of the relationships among words and nuances in
word meanings (L.K–1.5). Importantly, words are learned in an instructional context that contributes
to meaning. There is a reason for learning the words: they are relevant to a text being read, the
children’s lives, or content under study. Words that are taught in depth are those that children need in
order to develop as literate individuals.
Word-learning strategies for determining the meaning of unknown words are also part of
instruction. Children learn about and use knowledge of word parts (such as the use of the prefixes un-
and pre-) to determine a word’s meaning (L.K.4b and L.1.4b and c). In grade one, they also learn to
use sentence-level context as a clue for the meaning of a word or phrase (L.1.4).
Reading Aloud
Reading aloud is a powerful way to develop young children’s language. Effective read alouds are
interactive, and teachers stop at strategic points in a text to model their thinking, ponder interesting
questions with children, and highlight features of language or plot. Teachers read aloud to students
daily from a range of texts, and they engage them in discussions about the content and language of
the texts. Reading aloud thus provides access for all children,
especially ELs and children who have limited read-aloud
experiences in English at home, to complex texts that contain
general academic and domain-specific vocabulary, a variety
of grammatical structures, and ideas worth discussing.
When reading aloud, teachers create a positive socio-
emotional climate for young children. The read aloud is
an engaging experience for both the teacher and children.
To ensure that read alouds are optimally beneficial
for all children, teachers plan high-quality lessons inSome words are best previewed
before engaging with a text or
content area investigation (such
as those that substantially impact
meaning), some are discussed
at the time of use (such as those
for which a synonym may be
supplied), and some are explored
in depth afterwards (such as those
that are likely to be encountered
in many contexts).Effective read alouds are
interactive, and teachers stop
at strategic points in a text to
model their thinking, ponder
interesting questions with
children, and highlight features
of language or plot.Transitional Kindergarten to Grade 1 Chapter 3 | 143