VOCABULARY FOR ALL: DIFFERENTIATING INSTRUCTION TO MEET THE NEEDS OF DIVERSE LEARNERS
Melanie Avila
Lindsey Springer
Elizabeth Petroelje Stolle
GRAND VALLEY STATE UNIVERSITY
Anticipation Guide: True or False
VOCABULARY: HEART OF COMPREHENSION
Words are not an “add-on” skill but critical to understanding text (Joshi, 2005).
Vocabulary shapes understanding, thinking, and learning.�
Vocabulary instruction is equity work/an access issue:
Language background�
Experiences�
Exposure to academic language�
Learning profiles
*One size does not fit all
WHY VOCABULARY MATTERS
Vocabulary is strongly linked to comprehension (Ricketts et al., 2020)�
Word knowledge predicts academic success (Cunningham & Stanovich, 1997)
Research has also found a correlation between vocabulary knowledge in kindergarten and reading comprehension skills in high school (Stanley et al., 2018).
KNOWING A WORD
Word learning must be intentional and include:
Meaning(s), Usage, Nuance, Connections to other words
Vocabulary knowledge is one of the strongest predictors of reading comprehension and academic achievement.
Yet…
Students do not learn words equally.
(Duff & Hulme; Perfetti & Stafura)
Instruction can unintentionally widen gaps.
Students may experience:
• Cognitive overload� • Limited access� • Reduced participation� • Slower word growth
Differentiation is not enhancement —� it is access.
(Lesaux et al.; August et al.)
Think about your vocabulary instruction last week…
• Who thrived? • Who struggled? • Who stayed quiet?
VOCABULARY FOR
STUDENTS WITH DISABILITIES
When referring to people with disabilities, we are using a definition written by Hornsby and Todic (2024), to include “people who are physically disabled, mentally disabled/ill, chronically ill, or neurodivergent.”
Low-Tech/No Tech
High-Tech
Low tech/no tech pathways involve simple, non electronic tools as a primary means of instruction.
These are helpful when:
High tech teaching pathways involve technological strategies that utilize devices such as computer.
These are helpful when:
Do you prefer low tech/no tech or high tech?
Low-Tech/No Tech
Strategy #1: Differentiated Instruction
Strategy #2: Scaffolding
Strategy #3: Explicit Instruction
Ex. Modeling, chunking
Strategy #4: Multisensory Strategies
Ex. board work, songs, pictures, etc.
Deep Dive: Multisensory Strategies
Board Work: Write it, Draw it, Make It
Total Physical Response: Physical Definitions
Additional | |
extra, added or more of something | I need additional time to finish my homework. |
High Tech
Strategy #1: Lexia Core5
Strategy #2: Vocabulary Games
Ex. Flocabulary, ABCya, Wordwall
Strategy #3: Alternative & Augmented Communication
Strategy #4: Text-To-Speech Software
Deep Dive: Vocabulary Games
Interviews From The Field: Flocabulary
Teacher:
“Flocabulary is great because it is auditory and visual, and you can tie in tactile by tying in the vocabulary motions, or making up new ones. The rap is really catchy and the students enjoy that. We typically use it in math, science, and social studies.”
Student N:
“I think it’s good and beneficial. It does get monotonous after a while. When it’s a good story it really helps but they’re not all good. The final question is best to get better at writing essays, but the during reading questions are iffy.”
Communication Highlight!
Students can communicate in a variety of ways:
Any way a students chooses to communicate should be accepted because it is a valid representation of their thinking!
AAC:
PECS:
Vocabulary for
Multilingual Learners
General education multilingual learners are students who speak one or more languages and are enrolled in mainstream classrooms without receiving special education services. Many of these students develop conversational English proficiency, but continue to struggle with academic vocabulary across various subject areas.
CreditsForTeachers. (n.d.). Techniques for teaching vocabulary to elementary students.
Pathways for Vocabulary Support
Low-Tech/No Tech
Strategy #1: Semantic Mapping
Strategy #2: Concept Sorting
Strategy #3: Total Physical Response
Focus on strategies that are:
Strategy 1 — Semantic Mapping
Semantic Mapping helps students break down new vocabulary by visually connecting a word to images, terms, examples, and or prior knowledge. This strategy supports deeper vocabulary knowledge by showing how words relate to concepts and experiences.
“Semantic maps help students identify, understand, and recall the meaning of words they read in text.” (Zorfass & Gray, Reading Rockets)
Word Map
MaVoigt. (n.d.). Semantic maps.
***Moving students beyond memorization and toward meaning-based connections.
Semantic Map Examples
Classic Web Map – word in center, branches for definition, examples, visuals�
Frayer Model – definition, characteristics, examples, non-examples�
Synonym / Antonym Map – builds word relationships�
BookCreator. (n.d.). Frayer Model.
Teachers Pay Teachers. (n.d.). Word Map Graphic Organizer.
Strategy 2 — Concept Sorting
Concept Sorting asks students to group vocabulary words into categories and explain their reasoning. This strategy promotes academic talk, critical thinking, and peer learning while allowing teachers to informally assess understanding.
“Concept sorts ask students to think about what they know as they compare and contrast new information.” (AdLit, 2024)
Teaching Made Practical. (n.d.). Word wall ideas for upper elementary.
***Building connections between familiar and unfamiliar concepts
Differences between . . .
Semantic Mapping
A semantic map helps students understand one vocabulary word by exploring its meaning through connections.
What it shows:
Concept Sorting
A concept map shows how multiple concepts relate to each other
What it shows:
These strategies support multilingual learners by:
Strategy 3 — Total Physical Response
Total Physical Response (TPR) pairs vocabulary words with movement or gestures. By physically acting out word meanings, students form stronger memory connections and experience lower language anxiety.
“Students not only remembered vocabulary better but also understood the meaning of the words more easily.”� (Nguyen et al., 2021)
***Linking language to physical experience
Nguyen, T. T. M., Diem, T. T., & Thien, N. T. (2021). Example of personalized TPR.
Teacher Interview From The Field: TPR
Why do you use it?
“I learned it at the Ron Clark Academy from Korey Collins. It helps my students retain the information and the words. If you put a motion to it it crosses over to the other part of the brain which creates stronger neuropathways. When you continue to do that it continues to strengthen the pathways. It also increases engagement since you’re adding in movement.”
How have you seen it help your students, specifically those with disabilities?
“I’ve seen it really help their engagement. For some students, I can show the motion and they automatically know the words. They can connect the words and motions and put it into their daily context. They, and all students, especially like it if they can choose the motion. I have seen this be especially helpful for students with learning disabilities.”
Have you seen an increase in testing scores?
“Yes, our scores on our vocabulary tests have increased, as well as our MAP scores. The subsection with vocabulary on MAP testing used to be our worst section, but now it isn’t!”
Teacher Interview From The Field: TPR
How do you use this in your classroom?
“We review our vocabulary often. Right now we are looking at vocabulary in The Giver. I present the word, do the motion, and say the definition. Sometimes I have a motion in mind, but I like to get feedback as well. We often do “say the word do the motion”. We can also gamify it and play games like charades, or I say the word you do the motion and vice versa.”
Student Interview From The Field: TPR
Student B:
“I don’t always like doing the motions but I do like having them.
This student is classified under the special education category of specific learning disability in basic reading and math calculations.
Student N:
“I think it adds fun and helps break up the monotony. It helps me zone in more and remember the words, especially the funny ones.
This student is classified under the special education category of OHI (other health impairment) due to ADHD.
Share out . . .
your learning?
your use?