| A number of researchers (Biemiller, 2010; Beck and McKeown, 2007; Hiebert, 2005) have offered guidelines to choosing words to teach, but how do you interest students in discussing and using your chosen words? In future issues we will focus in on other areas of vocabulary instruction, but for now let's consider two complimentary approaches to building students' vocabulary knowledge and their curiosity about words.
Word-specific Vocabulary A word-specific vocabulary approach focuses on teaching targeted words and strategies for independent word learning. Many of these strategies are probably very familiar to you. If not, click on the links below to learn more about two word-specific strategies. Concept Maps/Word Webs Semantic Feature Analysis Generative Vocabulary We want students to not only learn words but also how to decipher them. A generative vocabulary approach incorporates a focus on the meaning system of the English language by drawing students' attention to the combination of roots, prefixes and suffixes within many words. Once students know meaningful parts of words, they are able to unlock the meaning of thousands of words in English. This is particularly helpful for our English Language Learners.
To learn more about generative vocabulary teaching, watch Dr. Elfrieda (Freddy) H. Hiebert describe a generative vocabulary approach and instructional strategies.
To delve deeper into developing students’ vocabulary knowledge, browse our AdLit Vocabulary Resources. | 