What is it?
Specialized Vocabulary Instruction involves creating and using a program to help students learn, familiarize themselves with, and begin to use vocabulary that is necessary for class. This could look different in every subject, but should include the vocabulary word, its definition, an example of how it's used, and a chance for the students to interact and use the word.
When to use it?
This support is best used in any class that uses vocabulary that is different than what the students would normally use in their daily interactions. Classes that use words that students are not familiar with or will not use outside of the class or conversations about the class need to have some sort of specialized vocabulary instruction.
Who to use it with?
This should be used with any student in a class that has vocabulary words specific to the subject, or any class that asks for the use of words not familiar to the student. When any student needs to engage in vocabulary they have not used, they need to practice using the words in order to understand and then use the words in the classroom and on their work.
How to Progress monitor?
Progress monitoring can be done through vocabulary exercises, vocabulary assessments, grades in the classes, and general conversations with the student while talking about the class.
Implementation:
The implementation of this support can be done through short, quick lessons and activities, or through whole lessons focusing on the vocabulary used in the class. Lessons can be as quick as just a few minutes to go over a few words, or as long as an entire period to give students a chance to work with the words and learn how they should be used.
Here are three examples of different specialized vocabulary supports. The first is a wall of commonly used words with synonymous words behind each word. This is an interactive thesaurus students can use when looking for a different word to use than these over-used words. The second is a traditional word wall where students put up words they are unfamiliar with and after working with the words, they put the word on the wall to remind themselves of it. The third is a short activity that works with prefixes and suffixes that asks students to work with different word parts in different ways. The dice-rolling adds an element of fun and chance to the activity itself.
Citations:
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-320.
Kennedy, M., Lloyd, J., Cole, M., & Ely, E. (2012). Specially designed vocabulary instruction in the content areas. TEACHING Exceptional Children, 45(1). Retrieved from http://tecplus.org/article/1
What Works Clearinghouse (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide, NCEE, 4027.
Kennedy, M., Lloyd, J., Cole, M., & Ely, E. (2012). Specially designed vocabulary instruction in the content areas. TEACHING Exceptional Children, 45(1). Retrieved from http://tecplus.org/article/1
What Works Clearinghouse (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide, NCEE, 4027.