Literacy Matters Vol. 23 Winter 2023

Analyzing Terms for Vocabulary Instruction: Preservice Teacher Data and Tips for Effective Instruction

by Miranda Sigmon

a discussion related to word meanings. These developmental stages span the elementary years, not just the early grades. Tiered System for Classifying Terms Much discussion surrounding vocabulary instruction also includes the tiered system for categorizing words (Beck et al., 2013). Tier 1 words are common in everyday language and are already a part of students’ oral language. Tier 2 words include words that frequently appear in oral and written language across multiple disciplines and a variety of texts. These words are also described as words that “offer students more precise or mature ways of referring to ideas they already know about” (Beck et al., 2013, p. 25). Tier 3 words are rarer and typically include technical terms associated with a specific disciplinary topic. Teachers categorizing terms using the tiered system as they choose terms of focus for instructional time as well as the instructional approach to be used is noted by many researchers as a component in providing effective vocabulary instruction (Bear, 2019; Beck et al., 2013; Stahl & Nagy, 2006). disciplinary vocabulary includes some differences from this earlier discussion. In a brief section at the end of his chapter, Bear (2021) notes the different approaches that may be used when teaching academic vocabulary, including how many words are appropriate and ideas for instruction with these content-specific words. Nagy and Townsend (2012) recognize the difficulty in understanding academic texts when vocabulary is limited, such as with low SES populations or English language learners. In further discussing these limitations, they specifically note the limited exposure of tier 2 words that can be used across various disciplines. In her chapter on effective vocabulary instruction, Ganske (2021) explains instructional approaches explicitly taught to assist students with determining the meaning of unknown words. Her first strategy of using context clues has been around for quite some time and requires students to determine word meaning by using clues from surrounding sentences and illustrations. She then notes teaching morphology to assist students with strategies for determining the meaning of unknown words. Teaching morphology is more aligned with current literacy approaches as the shift continues towards a more significant emphasis on explicit phonics instruction. Spear-Swerling (2019) points out the research evidence suggesting the use of decoding skills over the use of the cueing system in reading unknown words. With that said, and with continual changes and differences in opinions of effective instructional practices, how do teachers proceed with vocabulary Discipline-Specific Vocabulary The discussion of vocabulary development related to

ABSTRACT—Explicit vocabulary instruction is an important component of effective literacy instruction. Whether in language arts or content area lessons, developing students’ oral and written vocabulary is a necessary part of instruction. This includes introducing new terms and teaching strategies to determine the meaning of unknown words in texts. This article explores preservice teachers’ ability to classify vocabulary terms into the tiered system. It also includes general tips for choosing terms and teaching vocabulary. Introduction and Background Research In further discussing the differences in approaches to literacy instruction, Stahl and McKenna (1994) noted the shift from a focus on reading achievement to a focus on attitude toward reading. Later approaches and understandings of reading development, such as the Reading Rope (Scarborough, 2001), shifted to include language comprehension and word recognition as collaborative skill sets necessary for reading success. With this approach including a need for more structured and explicit instruction related to phonics, vocabulary also remained a noted component of language comprehension necessary for reading success. This article aims to review current best practices for effective vocabulary instruction, review the tiered system of classifying terms and provide instructional tips for choosing and teaching vocabulary effectively. The data shared displays the classifying of terms within the tiered system as a struggle for undergraduate teaching majors. Following the discussion of research data, specific examples from the selection of terms used in this study are provided within the instructional tips for implementation. These examples aim to demonstrate the effective choosing and teaching of vocabulary in relation to one specific standard. Vocabulary Instruction In looking more closely at vocabulary instruction as a part of explicit phonics, the term word study is often used to refer to when students are explicitly taught “the underlying properties of how words are spelled and what they mean” (Bear, 2019, p. 175). Word study includes a focus on phonics, vocabulary, and spelling. Bear (2019) elaborates more on the word study component of literacy instruction by discussing how to assess students’ orthographic knowledge and use these assessment tools to group students and make instructional decisions. The developmental stages referred to in his discussion of orthographic knowledge, student groupings, and instructional use focus mainly on correctly reading and/or spelling words using phonics skills until the derivational relations stage, which includes more of

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