Explicit Vocabulary Teaching 2: What and How?


In my last post I tried to give an overview of the importance of teaching formal, academic vocabulary as well as how we approach it by mostly focussing on Tier 2 words (those that occur across a range of domains, are characteristic of written texts and are used less frequently in spoken communication).

There are two main ways that we list and explain vocabulary. Firstly, all of our units contain challenging non-fiction articles that support the main text we are teaching. Before reading Reading Reconsidered by Doug Lemov, the idea of reading widely around the literature texts that we teach was not really something that I had given thought to. I used to dismiss texts and articles, erroneously believing that they belonged to a separate academic domain. I would never have read a historical non-fiction article on The Great Depression when teaching Of Mice and Men, foolishly believing that to do so would be…

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