Specific Word Instruction

Specific word instruction involves explicitly teaching vocabulary, which “has proven to be an effective way for students to acquire vocabulary knowledge” (Diamond & Gutlohn, 2006, p. 16).  This type of instruction can occur with words found in teacher read-alouds or words in students’ texts.  Teachers should provide a student-friendly definition of the new word; students also need to see the new word in various contexts.  Directly teaching vocabulary includes opportunities for students to gain in-depth knowledge of the word through discussions, analysis, connections to other known words, and use of the word in speaking and writing.  Repeated exposure across contexts allows students to acquire knowledge of the word at a deeper level.  

Graphic organizers can be excellent tools for increasing students’ understanding of a new word and its relationship to other words.  According to Diamond and Gutlohn (2006), “Graphic organizers, such as maps, webs, and grids, show how words are related; they visually explore word relationships.  They are a concrete way to process, reflect on, integrate information and make categorical thinking visible” (p. 27).

Your Vocabulary Handbook has lesson plans for specific word instruction, including examples of a Semantic Map, Semantic Feature Analysis, and Word Map.