Vocabulary

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6 February 2014

Research Article

Generative Vocabulary Instruction

To successfully understand complex texts, students need to be able to generate the meanings of new words, based on their knowledge about how words work in English.

Hiebert, E.H., & Pearson, P.D., (2013). Generative vocabulary instruction. ReadyGen, Pearson.

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5 February 2014

Article

TextProject Answers: Core Vocabulary

Freddy Hiebert answers a collection of frequently asked questions on the topic of Core Vocabulary.

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2 January 2013

Text Matters Article

Text Complexity and English Learners—Building Vocabulary

The Common Core State Standards (CCSS) are changing curriculum planning and classroom instruction in many ways. One significant change involves the difficulty levels of text. In the past, standards documents have referred to proficiency with grade-level texts. However, grade level was not defined. The CCSS represents a departure from this practice. Standard 10 of the CCSS specifically calls for increasing levels of text complexity across the grades to ensure students’ proficiency with the texts of college and career. This standard affects all students, but it represents a special challenge to English Learners. Many educators ask what increases in text complexity mean for English Learners, many of whom struggle with their current texts.

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16 August 2012

Text Matters Article

Core Vocabulary: The Foundation for Successful Reading of Complex Text

Success in the digital age depends on comprehending complex text. That is the message from the Common Core State Standards/English Language Arts—and it is an urgent, timely, and appropriate message. To participate fully in the digital age requires individuals to be able to process large amounts of texts filled with challenging concepts and vocabulary. The learning from complex texts in content areas and literature needs to be the centerpiece of schooling in the 21st century.

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16 August 2012

Text Matters Article

Unique Words Require Unique Instruction: Teaching Words in Stories and Informational Books

The Common Core State Standards include a component that has not been included in previous standards documents of either states or national organizations—a staircase of text complexity. The goal of this series of ever-accelerating text levels over students’ school careers is to ensure proficiency with the complex texts of college and the workplace on high school graduation (CCSS/ELA, 2010). One of the signatures of complex texts is the inclusion of low-frequency or rare vocabulary. That means as students take on increasingly complex text, they will need strategies for dealing with unknown words.