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There is a strong correlation between vocabulary knowledge and academic performance.

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Reading alone is not enough to build vocabulary. Vocabulary must be taught.

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Understanding the meaning of a word when it is heard or read. This is usually stronger for both native speakers and ELLs

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Able to pronounce and use the word correctly when speaking; able to use the word in its proper form when writing. This is usually more difficult than receptive knowledge.

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What are the vocabulary levels of your students? How are you assessing vocabulary growth in your class?

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Assess vocabulary at the start and end of the year to monitor growth.

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Vocabulary knowledge is difficult to define as one word can have many forms and connotations (contextualized meanings, phrasal verbs, idiomatic expressions, and compound words).

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Children start KG with a vocabulary of about 1000 words and add 1000 more each year after (15,000 by graduation). ELLs are behind their peers and must catch up rapidly, as their peers are still advancing

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Most high-frequency words are Anglo-Saxon in origin; most low-frequency are Latin. Some suggest teaching root words early on to help improve low-frequency word knowledge.

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Is the reading appropriate? Does the student understand almost all of the words? (90%)

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Students should know 90% of the words in a text to understand it.

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Texts should be at an appropriate level. If a student does not know 10 words out of 100, they will not be able to share properly. An easier text must be given.

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Have students work in groups to find the meanings of words (either through context or via a dictionary); have students find their own words to bring in and explore.

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-Have word charts displayed in class. These could be a "top 10" list for each unit / subject. Include the word, its various forms, roots, and examples of use.
-Top 10 charts can also be made for roots and affixes

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Fill in the blank with the appropriate words

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Are your questions appropriately worded? Does the student understand all of the words in the question / instructions?

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-Set aside independent reading time.
-Have a wide variety of reading material and allow students to choose their own materials.
-Include books designed for ELLs
-Do not quiz them on what they have read. Instead, have personal responses and discussions.

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Picture and multi-lingual dictionaries are useful, but should not be a crutch. If a student needs to use a dictionary for more than 5 out of 100 words, then the reading is too difficult.

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What support do you have around the classroom? Variety of books, appropriate levels of readings, word charts, dictionaries, etc...

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Does the student know the basic forms / roots of the word? Does the student know what the affixes mean?

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The article talks about how ELLs have less vocabulary than their peers and need to learn vocabulary 2 or 3 times as fast as them. What student specific strategies can we apply when in a mixed ability classroom so that they can catch up to their peers?

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What are appropriate targets for learning vocabulary? Is there a set number of words per week?

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Many students will forget vocabulary after the test or the summer holiday. What strategies can help with retention, aside from just "using the words regularly"