Vocabulary and Word Knowledge
Vocabulary is not a list to memorise. It is a set of tools for noticing how words are built, how they behave in context and how they can be reused.
Morphology: build the word
| Part | Meaning | Examples |
|---|---|---|
| Prefix | Comes before the root and changes meaning. | un-, re-, dis-, pre-, anti- |
| Root | The core meaning of the word. | -spect- (look), -port- (carry), -dict- (say) |
| Suffix | Comes after the root and changes meaning or word class. | -tion, -able, -less, -ly, -ous |
If students know that -spect- means look, they can unlock inspect, respect, spectator and retrospective. Teaching word families is more efficient than teaching isolated words.
Context clues
- Definition: the sentence explains the word.
- Example: a list or illustration shows what the word means.
- Contrast: the opposite meaning is nearby.
- Cause and effect: the word's role in a sequence gives it away.
- Word parts: the prefix, root or suffix provides a clue.
Academic vocabulary
Academic words are not always long. They are words that do particular work in analysis: suggest, reveal, contrast, position, reinforce, undermine, imply, construct. Students should learn what these verbs do in a sentence, not just their definitions.
| Word | Use it when you mean | Sentence frame |
|---|---|---|
| suggest | The text implies something without stating it. | “The image suggests that ...” |
| reveal | A detail makes something visible. | “The shift in tense reveals ...” |
| reinforce | A choice strengthens an idea. | “The repetition reinforces ...” |
| undermine | A choice weakens or complicates an idea. | “The joke undermines the seriousness of ...” |
| position | The text places the reader in a relationship to an idea. | “The direct address positions the reader as ...” |
Word maps
For a new word, record: the word, its parts, a definition in your own words, a synonym and antonym, a sentence from the text, and your own sentence. The goal is flexible use, not a copied definition.
Vocabulary in writing
Choose the word that fits the idea, not the most impressive word. A precise ordinary word is better than a vague fancy one. Read the sentence aloud; if the word feels placed rather than chosen, replace it.
Word knowledge is generative. One root can unlock a family of words. Teach students to look for the family, not just the single word in front of them.