Vocabulary Instruction
Research indicates that there are large vocabulary differences among English users by the end
of grade two, differences that account for ability to comprehend grade-level text in the years ahead
(Biemiller and Slonim 2001). Early attention to vocabulary,
therefore, is crucial. In the second- and third-grade span,
as in all grade levels, children are provided thoughtful and
deliberate vocabulary instruction.
Figure 2.13 in chapter 2 of this ELA/ELD Framework
displays a model for conceptualizing categories of words
(Beck, McKeown, and Kucan 2013): conversational, general
academic, and domain-specific words. Most children acquire
conversational vocabulary without much teacher support,
although explicit instruction in this category of words may
need to be provided to ELs depending on their exposure to
and experience using conversational English. Instructional
attention is needed to ensure acquisition of general
academic and domain-specific words. The latter are typically taught in the context of the discipline,
and typically both texts and teachers provide definitions. The words are used repeatedly and are often
accompanied by a diagram or a glossary definition that supports understanding. General academic
words are considered by some as requiring the most explicit instructional attention (NGA/CCSSO
2010a: Appendix A, 33). These words impact meaning yet are not often defined in a text, and, they
are likely to appear in many types of texts and contexts, sometimes changing meaning depending on
the discipline.
A review of research on vocabulary instruction (National Reading Technical Assistance Center
[NRTA] 2010) concluded the following:
- Higher frequency of exposure to targeted vocabulary words will increase the likelihood that
young children will understand and remember the meanings of new words and use them more
frequently (NRTA 2010, 4). - Explicit instruction of words and their meanings increases the likelihood that young children will
understand and remember the meanings of new words (NRTA 2010, 4). Contextual approaches
have been found to produce greater gains than lessons that emphasize word definitions (Nash
and Snowling 2006). - Questioning strategies that highlight vocabulary
and language engagement enhance students’ word
knowledge (NRTA 2010, 5).
English learners benefit from the same type of
comprehensive vocabulary instruction called for in the NRTA
review, and they also benefit from additional attention to
vocabulary development particular to their needs as learners
of English as an additional language. Teachers should
provide multiple and repeated opportunities for EL children
to hear, read, and use general academic and domain-
specific vocabulary in meaningful contexts. For example,
teachers draw students’ attention to particular words (e.g.,
devastated) while they are reading a complex text aloud
and use the target words intentionally throughout the day in
Research indicates that
there are large vocabulary
differences among English
users by the end of grade two,
differences that account for
ability to comprehend grade-
level text in the years ahead.
Early attention to vocabulary,
therefore, is crucial.General academic words
are considered by some as
requiring the most explicit
instructional attention. These
words impact meaning yet
are not often defined in a text,
and, they are likely to appear
in many types of texts and
contexts, sometimes changing
meaning depending on the
discipline.296 | Chapter 4 Grades 2 and 3