1. Teaching Vocabulary from Literature Using News Sources to Teach Domain-Specific Words Teaching Shades of Meaning

Learning vocabulary – explicit teaching

The second step is to explicitly teach chosen words by tapping into a range of word-learning strategies. Focus on the following:

• 
  Correctly articulating new words to strengthen word memory
  
• 
  Exploring the visual patterns to encourage accuracy in writing
  
• 
  Exploring word meaning in context and thinking of other words that are connected by meaning or usage
  
• 
  Linking new language and concepts to personal experiences to deepen understanding
  
• 
  When appropriate, exploring the meaning units within words such as prefixes, suffixes and root words and uncovering word history
  

Plan in regular opportunities to discuss and connect words – make them meaningful and powerful in children’s eyes. In 2013’s Bringing Words to Life, Beck says:

“The goal of vocabulary instruction is for students to know words well, to be able to explain them and use them in multiple contexts. We want them to own the word.”
Finally, help learners practise like champions and use their new language to communicate. Within the word ‘practise’ is the word ‘act’ – assist learners to act on new language knowledge by putting words to work (see panel, below).
When teaching language in context, sit back and view your curriculum opportunities from the outside in. Find the links and strengthen them. Provide a range of opportunities for learners to use new language.
Make communication purposeful and socially engaging. Provide rich contexts where learners don’t only encounter new words regularly, but also have something to do with these words after they are taught.
In conclusion, don’t sweat it or throw in the towel when planning for contextual vocabulary instruction. Just take the bull by the horns and keep the ball rolling!

Vocabulary acquisition – how to make new vocabulary meaningful

• 
  Help learners to think about new language in preparation for a special visitor. Invite a member of the community or an author into class (either virtually or in-person) to talk about their role. Generate questions by doing some research prior to the visit. Find out what children already know about the visitor and explore new language that will be useful.
  
• 
  Teach specific words to enhance a visit or trip. Think about the words children might use to heighten the experience.
  
• 
  Use outdoor learning spaces as opportunities for recharging language. This might include: words to describe objects ( outdoors, tunnel, frame); words that add detail and description (adventure, curious, exciting); words to describe how our bodies move (run, walk, play, share). Think about the words pupils need to communicate and make them the focus.
  
• 
  Vocabulary learning isn’t just for English lessons – find opportunities to strengthen language across the curriculum. Be deliberate about which words you are developing in cross-curricular contexts.
  

It is important to teach vocabulary in context to make connections between what they are learning and real-life situations. Learn more about why context matters and about finding clues in sentences. Also, learn about how making connections and using interactive strategies can be beneficial for learners. Updated: 11/02/2021