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It outlines the importance of vocabulary for thinking, speaking, reading, writing, and comprehension, and describes why word-rich learners gain advantages while word-poor learners fall further behind. 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This gap will not close without teachers acting to explicitly address this. Limited vocabulary is the main reason for students under-achieving in your subject.  \nMatthew Evans INSET Day January 2019  \nVocabulary and Your Subject  \nWhy and how teachers should explicitly teach vocabulary.  \nWhat is the Word Gap?  \nThe term ‘word gap’ describes the vast differences between students with regard to the number of words they know and use i.e. their vocabulary. Vocabulary is important as it determines how well students think, speak, read, write and comprehend (Mary Myatt, 2018) .  \nWhy build vocabulary?  \nMary Myatt, in her recent book ‘The Curriculum: Gallimaufry to coherence’, identifies three reasons for deliberately building vocabulary:  \n1. To close the word gap  \n2. To deepen and extend knowledge  \n3. To give students the joy of words well-used  \nIn our subject teaching, word-rich students will be able to understand what is taught, whilst word-poor students will fall further behind (known as the Matthew Effect, a term coined by Daniel Rigney) . For example, it is estimated that if a student understands 95% of the words in a text s/he will decode the rest and comprehend what is written, whereas if s/he understands less than 90% it is unlikely that the text will make much sense (David Didau) . Vocabulary is therefore a pre-requisite to being able to access the curriculum.  \nThe ‘three tier’model  \nVocabulary can be divided in to three tiers (Beck, McKeown & Kucan):  \nTier 1: The approx. 5500 high frequency words in common daily use. Tier 2: General academic words essential to reading comprehension.  \nTier 3: Subject specific words.  \nTeachers should focus on the words that you see often in books, but hear rarely in speech (e.g. derive, evoke, surreptitious, eradicate) .  \nMy Contention  \n􀁸 􀁸 􀁸  \nMuch has been written about how to extend students’ vocabulary. I advocate that classroom teachers:  \n􀁸 Identify the subject specific vocabulary essential to the curriculum  \n􀁸 Explicitly teach this vocabulary  \n􀁸 Require students to use it verbally and in writing  \n􀁸 Frequently revisit it  \n􀁸 Promote retrieval through low stakes testing  \n􀁸 Make time for students to read in class.  \nExplicit teaching of vocabulary is essential if students are to understand your subject, and to enable the wordpoor to catch up with their peers.  \nExplicit vocabulary teaching  \nSome students will pick up your use of new words and assimilate this in to their vocabulary quite easily. However, for some students the words will slip past them like small fish through the holes in a net. These students will need explicit teaching of vocabulary.  \nExplicit teaching means identifying the important vocabulary, explaining it clearly, giving multiple examples of the word’s usage indifferent contexts and providing students with opportunities to practice its use (verbally and in writing) .  \nDictionary definitions are not always sufficiently clear, specific and/or detailed. Mary Myatt provides the following example:  \nThe word „Illusion‟ is defined in a dictionary as “Appearance or feeling that misleads because it is not real”.  \nShe suggests a better definition as “Something that looks like one thing but is really something else or is not there at all”.  \nThe Frayer Model  \nA well-used graphic approach to explicitly teaching vocabulary was developed by Dorothy Frayer at the University of Wisconsin.  \nRecommended books  \n[www.theconfidentteacher.com](www.theconfidentteacher.com)  \nAlex Quigley’s website is a good source of ideas and resources.  \nEtymology (the origins of words)  \nAll words derive from somewhere – words have roots. Linking words to their roots helps build connections and supports long term memory. Subject specific words are often conceptual‘baskets’ whi","cbCaihEWjNTxzJHb","https://ap.wps.com/l/cbCaihEWjNTxzJHb","pdf",423435,"English","# Vocabulary and Your Subject\n## The Word Gap and Why Build Vocabulary\n## The Three-Tier Model\n## My Contention and Explicit Classroom Practices\n## Explicit Vocabulary Teaching\n## The Frayer Model\n## Etymology (Origins of Words)\n## Speaking and Using Vocabulary","[{\"question\":\"What is the “word gap” and why does it matter?\",\"answer\":\"The “word gap” describes large differences in how many words students know and use. It will not close without teachers explicitly addressing vocabulary, and limited vocabulary is a major reason for under-achievement in subjects.\"},{\"question\":\"How does the three-tier vocabulary model categorize words?\",\"answer\":\"Tier 1 includes approximately 5,500 high-frequency daily-use words. Tier 2 covers general academic words essential for reading comprehension, and Tier 3 contains subject-specific words.\"},{\"question\":\"What does explicit vocabulary teaching involve?\",\"answer\":\"It includes identifying important vocabulary, explaining it clearly, providing multiple usage examples across contexts, and giving students opportunities to practice verbally and in writing. The document also recommends revisiting vocabulary, retrieval through low-stakes testing, and making time for students to read in class.\"}]","Vocabulary and Your Subject - January 2019 INSET Day | PDF",1790848089,15]