Vocabulary plays an important part in learning to read. For example, when a beginning reader sees the word dog in a book, he begins to sound it out. When he realizes that he is very familiar with the word dog, he reads it with confidence.
But what if the child comes across the word yak in a story? If he has never heard of a yak, he may try to sound out the word, but may then begin to second guess himself. Is this a real word? Have I decoded it properly?
A similar thing can happen with older students, too. If a student comes across the word bovine but it’s not in his vocabulary, he may become frustrated.
A large vocabulary is critical for reading comprehension. This article will show you how to include vocabulary development in your child’s educational plans, as well as some pitfalls to avoid.
When we talk about vocabulary, we are actually talking about four related vocabularies. In order from largest to smallest they are:
For younger students who are still learning to read, speaking vocabulary is generally larger than their reading vocabulary. But for older readers who are past the “learning to read” stage and who have entered the “reading to learn” stage, this is the typical order.
There is a high correlation between the four vocabularies. Growth in one area generally leads to growth in another. But is it possible for you to influence this growth? The simple answer is YES!
So let’s look at how to increase your child’s vocabulary.
Both indirect and direct methods of building vocabulary are important, but let’s look at what doesn’t work when trying to build your child’s vocabulary.
Does this routine sound familiar?
It’s Monday–time to learn a new list of twenty vocabulary words. The children look up the words in the dictionary and copy the definitions. On Tuesday they will use the words in a sentence, and on Wednesday they will complete a fill-in-the-blank worksheet or even a fun vocabulary crossword puzzle. On Friday there will be a quiz on the twenty words. Then, whether they remember last week’s words or not, on Monday it will be time to start all over again.
Although many of us were taught vocabulary words this way, even the most compliant kids groaned inwardly at this demotivating routine.
Here’s the problem: the list-on-Monday, test-on-Friday approach to teaching vocabulary simply isn’t effective. It does, however, illustrate these common mistakes:
And then there is a fifth common mistake:
And this is really where the rubber meets the road. Vocabulary that is developed naturally rather than taught using the more traditional method above is much more likely to stick with your child.
Each story lesson in the All About Reading program includes direct and indirect vocabulary lessons that offer a variety of ways for your child to learn new words. The sampling below shows the range of vocabulary-building activities that can be found in AAR lessons.
Though this is perhaps the simplest type of vocabulary lesson, it is effective because it allows children to form pictures of concrete nouns in their minds. In this AAR Level 1 example, students are introduced to the words pug and bun before encountering the words in the story “Get Them!”
Download the Warm-Up Sheet from Level 1
Download Level 1 Story: “Get Them!”
This AAR Level 2 lesson introduces children to the mountain region of the Swiss Alps with an easy-to-make minibook and an engaging story.
Download a minibook activity from Level 2
Download Level 2 Story: “An Elf in the Swiss Alps”
AAR Level 3 introduces twelve idioms in an activity called “When Pigs Fly.” Many of these idioms are encountered in “Chasing Henry” and subsequent stories.
Download an idiom activity from Level 3
Download Level 3 Story: “Chasing Henry”
The AAR Level 4 activity “What Does the Cowboy Say?” introduces children to vocabulary and regional idioms such as reckon and fixin’ to, which in turn allows them to fully enjoy the story “Cowboy Star.”
Download a dialect activity from Level 4
Download Level 4 Story: “Cowboy Star”
And finally, AAR Level 4 includes an activity called “Borrow a Telescope” that introduces children to eleven common Greek word parts and related vocabulary words. Some of these words are featured in “Charlie’s Sick Day” and subsequent short stories.
Download a word building activity from Level 4
Download Level 4 Story: “Charlie’s Sick Day”
Other vocabulary activities feature homophones, concept maps, morphemic strategies, and words that have origins in other languages such as French, Spanish, and Italian.
Research shows that children also learn a huge number of words from engaging in conversation with the adults around them. So as a parent, how can you leverage this knowledge for your child’s benefit?
The conversational method is a powerful way to help build your child’s vocabulary. It is an indirect method that is so simple that you can start using it right after you read this article.
In a nutshell, the conversational method is simply talking with your child and expanding upon vocabulary words that your child has not yet learned.
Step 1: When a new word comes up in conversation or in a book, provide a simple, age-appropriate definition for the new word.
Step 2: Provide one or two examples that make sense to your child.
Step 3: Encourage your child to think of his own example, or of the opposite of the new word.
Step 4: Use the new word in conversation over the next few days.
You can download this simple chart and hang it on your fridge to remind yourself of the four steps. Soon this method will become second nature to you, and your child’s vocabulary will grow by leaps and bounds.
All About Reading is a research-based program, and I spend considerable time keeping up on the latest language arts-related studies. My job is to ensure that we’re doing everything we can to help children learn to read. There is a large body of research that backs up our claim that vocabulary growth is critical for reading, especially as students approach high school.
When it comes to building your child’s vocabulary, here’s what you need to keep in mind:
The All About Reading program walks you and your child through all the steps needed to help your child’s vocabulary grow. The program is multisensory, motivating, and complete, with everything you need to raise a strong reader. And if you need a helping hand, we’re here for you.
What’s your take on encouraging a larger vocabulary? Have anything else to share? Let me know in the comments below!
Tory Comfort
says:We love the all about reading & spelling programs. My son just started level 4 in reading & it is his favorite subject. We also started essentials in writing earlier this year per a recommendation on your website. Do you recommend any literature programs for after all about reading level 4? I like the short story format with the vocabulary & reading comprehension activities so I’m hoping to find something like that for his next program. Any suggestions would be great! I’ve been looking into mosdos literature but I haven’t heard much about it. Any reviews on that program would also be greatly appreciated! Thanks for making such a wonderful reading program!
Robin E.
says: Customer ServiceGreat question, Tory! First, when you finish All About Reading level 4, definitely celebrate; that’s a great accomplishment!
As you know, level 4 is the final level of the reading program. At the end of AAR 4, students have the phonics and word attack skills necessary to sound out high school level words, though they may not know the meaning of all higher-level words yet. Word attack skills include things like dividing words into syllables, making analogies to other words, sounding out the word with the accent on different word parts, recognizing affixes, etc…
Check out our article, What Happens after All About Reading? for lots of ideas on what to do next.
Set a daily reading time for your student to read for 30 minutes. Choose books that interest your student, both fiction and non-fiction. You can also choose books that correlate to other subjects you are studying, such as historical fiction or Usborne books that cover science topics. The link above has several possible sources. A couple more:
– Literature-based curriculum such as Sonlight
– The 1000 Good Books List
Have your student keep reading aloud a little each day, and you can use all of the strategies that he has learned to help him decode unfamiliar words. For students who need extra reinforcement, continue the Word Card approach and make flashcards for review using this blank Word Card Template.
Keep reading aloud to your child and enjoying great books together!
We also recommend completing the All About Spelling program, which supports reading.
I hope this helps!
Nave' Granot
says:Thank you for your thorough research and clear guidelines as to the way vocab should be taught. This website is surely full of treasures!!
Robin E.
says: Customer ServiceYou are welcome, Nave’!
Maria Clayton
says:I love how All About Reading level 1 teaches vocabulary and often includes an illustration. We’ve googled many other words from the fluency sheets so my daughter can learn what it is.
Robin E.
says: Customer ServiceMaria,
I’m pleased to hear you like All About Reading’s approach to vocabulary. Marie, the author, purposefully chose less common words as reading them reduces students’ tendencies to guess at words and it increases their vocabularies.
Mark Schiller
says:This sounds way better than what I did in school!
Robin E.
says: Customer ServiceI agree, Mark! I don’t know about you, but I had to look words up in a dictionary and write out the entire definition. It was long and tedious and didn’t make me more likely to use the word. I would have loved the approach outlined here and it would have motivated me to try the word out!
Andrea
says:We love AAR and have used it for years!! I love seeing how the vocabulary is purposefully instructed. Thanks so much!!
Robin E.
says: Customer ServiceYou’re so welcome, Andrea!
Michelle
says:Good day Marie, the books send is very helpful my daughter is struggling in reading and this is very thoughtful of you in helping our children I really appreciate it. God bless
Robin E.
says: Customer ServiceIt’s wonderful to hear that this was very helpful for you and your daughter, Michelle. Thank you.
Aneeta Khoso
says:Lovely
Ella Martsenuk
says:This was great information! thanks for sharing!
Sana
says:Please make some books online free… It will guide parents more.. In this pandemic situation it would be helpful for everyone…
Robin E.
says: Customer ServiceSana,
We have COVID-19 Quarantine Schooling Resources that I think you may find helpful!
Tara in Maryland
says:This was a very informative article. Thank you for sharing your wealth of knowledge. It’s quite helpful. I am looking for something to help my children through the summer.
Robin E.
says: Customer ServiceI’m glad this was helpful for you, Tara. If you need anything else or have questions, please let me know.
Bhavna Sharma
says:Explained in very easy way. Love to read this article.
Joanne Eskew
says:Love your all about reading and spelling programs. I wish you had an all about English program!
Robin E.
says: Customer ServiceThank you, Joanne!
We don’t have plans for any other aspects of English at this time, but I can help you with program recommendations if you are interested. Let me know.
Carmen
says:I am interested in your Language arts (english) program recommendations- I have a rising 4th grader that has completed all levels of AAR and level 1 (working on level 2) of AAS; also have a rising 1st grader that is completing AAR1. Thanks!
Robin E.
says: Customer ServiceCarmen,
Sure! We keep a list of programs that are incremental and/or mastery-based.
For writing, some to consider:
– Institute for Excellence in Writing. IEW has a very incremental approach and has options for student videos, teacher videos, or both.
– Writing Skills by Diana Hanbury King is incremental. This one is for high school, or use the EPS adaptation for 5th-8th grades, called The Paragraph Book.
– WriteShop uses an incremental approach and includes multi-sensory activities.
– Writing Strands provides an incremental approach.
– Essentials in Writing is both multi-sensory and incremental. The author describes it as a Math-U-See approach to writing. The lessons are presented in short video segments of 3 to 5 minutes and then the student works on the concept that was taught. It also has grammar included for 1st-6th grade levels, and optional grammar dvd included in Jr. High levels.
For a different type of approach altogether, check out offerings from Brave Writer. Their Home Study Courses teach writing and literature through project-based writing assignments, such as learning all about secret codes or working on a photo journal for a month.
For Grammar, here are a number of grammar programs available that have either multi-sensory components or an incremental approach. Some of the programs focus exclusively on grammar, while some include writing as well. Here are some suggestions:
– Winston Grammar is a hands-on program with color-coded cards, and is generally aimed at students in 4th to 7th grades.
– Easy Grammar features an incremental approach and includes topics such as usage and punctuation, for 2nd grade and up.
– Essentials in Writing mentioned above includes grammar with writing.
– The Sentence Family is a simple and fun program aimed at 3rd through 6th graders. The program uses drawing pictures along with a storyline to teach parts of speech and how they relate to each other. It is a very fun introduction to grammar but is not complete in itself.
– Fix It Grammar is incremental and uses very short lessons. Each level teaches grammar using sentences from a single story, so there is the added fun of seeing the story slowly unfold. The teacher’s manual is very comprehensive and even includes advanced concepts so the teacher can answer questions a curious student may have. The youngest the program is recommended for is 3rd grade, although it is appropriate for older students as well.
– Analytical Grammar teaches mastery of grammar by working on it for short grammar-focused units once a year for 2 to 3 years. Junior Analytical Grammar is for 4th or 5th graders, with Analytical Grammar for 6th to 9th graders.
I hope this helps you narrow down your choices. Let me know if you have questions.
Katarzyna Meinicke
says:Thank you so much for a lovely resource. It is very valuable for all the teachers including these professionals who teach pupils with English as an additional language.
Robin E.
says: Customer ServiceYou’re so welcome, Katarzyna. 😊
Elaine Cornish
says:Fabulous! Thank you so much!
Jennette Gaudern
says:What do you suggest to enrich your child’s vocabulary after they have finished the AAR curriculum?
Robin E.
says: Customer ServiceGreat question, Jennette. The tips and suggestions here still apply after a student has finished All About Reading.
Continue to read aloud to your child from a wide range of materials, not only chapter books in many different genres but non-fiction and poetry as well. I still read aloud to my 17-year-old regularly and my college student was so accustomed to listening to me read aloud that he now listens to audiobooks all the time. And when you read aloud, if you come across a word you think your child may not know, ask him. Let him know as well that he can interrupt to ask about a word he doesn’t know.
Have your student read daily from a variety of materials too and encourage him to ask about words they don’t know. Resist the urge to tell him to look it up in a dictionary, as that will likely cause him to just skip words he doesn’t know and move on. Few people are willing to stop reading to take the time to look words up. Instead, supply the meaning of the word in a conversational way, as described in this blog post. Or, if you are unsure, do a quick search online and you both can learn a new word.
If your student is doing well in spelling, you could start learning morphemes, which is the meanings of word parts. An example is a word like telephone. Tele means “distance” and phone (or phon) means “sound”. Knowing this makes other words like gramophone and telegraphy easier to figure out. All About Spelling uses a concept of “word trees” in level 7 to teach Latin root morphemes. However, children that are doing well with spelling can be ready for them earlier than level 7. Our blog post Teaching Latin Roots with Word Trees has printables for this. My kids and I enjoyed the game Rummy Roots for learning word root meanings. There are also a number of books, workbooks, and curricula that teach roots.
If you would like a book or two, here are a couple Marie likes for vocabulary:
– For any age (grade school on up): Bringing Words to Life: Robust Vocabulary
Instruction by Isabel Beck
– For high school level: Word Power Made Easy by Norman Lewis
I hope this helps you have a plan for helping your child build an expansive vocabulary!
Wendy
says:Dear Marie:
I have a middle school student who struggles with vocabulary at middle school level. May you please recommend a program for his level? I think your fresh approach could help him more than the weekly vocabulary lists and exercises.
Robin E.
says: Customer ServiceWendy,
One book Marie recommends is Bringing Words to Life: Robust Vocabulary Instruction by Isabel Beck.
Also, take a look at our Teaching Latin Roots with Word Trees blog post. It has printables with a fun way of learning how to form words using Latin roots, such as “port” meaning “to carry” in words like import, deportment, supportive, and many more. The printable includes a blank word tree so you could use it for any root.
A game my kids enjoyed at this age for learning both Latin and Greek roots for building vocabulary was Rummy Roots. Here are some other possible resources for this sort of study:
– The Book of Roots and Roots of English (Memoria Press)
– English from the Roots Up (Literacy Unlimited)
– Greek and Latin Roots and More Greek and Latin Roots (Creative Teaching Press)
– Vocabulary from Classical Roots (Educators Publishing Service)
– Vocabulary Packets: Greek and Latin Roots (Scholastic)
– Vocabulary Vine and Science Roots (Hasseler)
– Word Roots (The Critical Thinking Company)
But as you find a program you like, don’t overlook just using the books your student is reading. Let him know if he ever reads a word he doesn’t know what it means that you will give him the meaning. Or you or he could look it up quickly on a phone. If he has to look words up in the dictionary, he’ll be inclined to just skip words he doesn’t know and move on. But if he knows you will tell him what a word means if he asks, he is likely to start asking. And when he does, you can then implement the recommendations in this blog post. You can bring the word up again later, talking about other words that have similar meanings and words that have opposite meanings. You can also discuss other words that have the same root. For example, if he asks what luminous means, later on (you want to let him get back to reading) you can talk about illumination as well.
And I highly encourage you to read aloud to him regularly from a wide variety of genres, non-fiction, and even poetry. Listening to books allows students to go through more literature than just what they read themselves and it gives you the perfect opportunity to discuss words. As you read and come across a word that you think he may not know, pause your reading as ask him. Discuss the word briefly and make a note to discuss it more later. This is very, very effective for building a great vocabulary, plus there are many benefits of reading aloud to students even into the high school year. I still read aloud to my 17-year-old, even though he is reading classic literature on his own as well. Another option is listening to audiobooks, but I have found that while it is natural for us to pause and discuss when I read aloud, we don’t ever pause an audiobook for that. I think audiobooks are good, but reading aloud directly to your student is better.
I hope this gives you lots of ideas to help your student build an expansive vocabulary! Let me know if you need anything else or have questions.
Mary Ann Barnett
says:This is amazing information. I can see where my oldest granddaughter needs help. Thank you for all these ideas. Where can I get Rummy Roots game?
Robin E.
says: Customer ServiceMary Ann,
The Rummy Roots game is available through Rainbow Resource, Amazon, and many other stores and websites. There is even a “More Roots” expansion pack.
Beverley Brandt
says:Absolutely great!
Delmas Louvoumina Nzaou
says:I cannot thank you enough for this better way of increasing children vocabulary. I fell in love with this
effective methodology. I can’t wait to implement this with my little kids.
Zaneta Crain
says:I’m going to work with my 11year old using what I have learned from instructions on how to teach him and I hope this work.
Robin E.
says: Customer ServiceYou are so welcome, Delmas! 😊
Irina
says:Thank you so much for your great and motivating articles!
Swati Shah
says:Hi
Definitely your tips are gonna to help to instill and enhance vocabulary.
Lisa Zystro
says:My son and I had almost the exact conversation about the term vast last week thanks to your Kindergarten reader!
Robin E.
says: Customer ServiceI love this, Lisa! 😊
Francesca
says:Fantastic. some really useful resources. Thank you so much
Colleen
says:Marie and team, this is great. Keep up the good work!
Robin E.
says: Customer ServiceThank you, Colleen!
D ANITH\l=
says:Thanks for a clear idea about vocabulary , Really helpfull please help me future to develope ,,,
Julie
says:Any suggestions on a child who has dyslexia who struggles with learning to read and do vocabulary?
Robin E.
says: Customer ServiceJulie,
All About Reading is Orton-Gillingham based, which is a proven approach for helping students with dyslexia and other learning disabilities. It’s also the approach that the International Dyslexia Association recommends. The author of AAR and AAS, Marie Rippel, is a member of the International Dyslexia Association and has instructed graduate-level courses in Orton-Gillingham Literacy Training offered through Nicolet College in Rhinelander, Wisconsin. She is also a member of Pro Literacy, has previously served on the Board of Directors of the Literary Task Force in Wisconsin, and tutored students for more than 20 years. If you haven’t had a chance to watch their story about her son’s struggles, you may want to check that out (they were told he would never read). Quite amazing!
You might like to visit our Dyslexia Resources Page.
Please let me know if you need help with placement or need more information.
Rashidah Bal
says:Great Resources!!
Samantha
says:Love the root tree! Thank you.
Shellie
says:I’m so thankful the vocabulary has been built into the reading program. School for us takes a whole school day (5 hours) with 3 little children and anything to save time is so beneficial. Not having to do a separate 20 minutes on vocabulary is an invaluable time-saver! Thank you!
Robin E.
says: Customer ServiceYou are so welcome, Shellie! In addition to saving time, working on vocabulary in the context of what they are reading helps the child remember the new word better too.
Pamela
says:This is a brilliant way to teach new words. The more ways they can get exposure and then adapt it to themselves, the better ingrained it will be.
Tracey
says:Great tips!
Melinda
says:Thank you for the information on the conversational method to encourage vocabulary growth! The chart download is cute and helpful!