The Vocabulary

Acquisition Model
BY: HALELY JENKINS
Vocabulary Acquisition Model

 The vocabulary acquisition model is an instructional model that helps

ensure students not only learn the vocabulary but establish deep learning
of the word, its origins, and the relevance of the word itself. It goes far
beyond just word and definition but extends the student to have drive to
research and discuss the word while breaking it down.
History of the Vocabulary
Acquisition Model

Thomas Estes is the father of this model. He developed the model and all
steps involved to promote deep learning, comprehension, association, and
generation. He used this model to build upon known knowledge to further
learning.
When to use this model
 This model is best used in any content
class where the student needs deep
understanding of the word to further
all learning. The word selection should
be deliberate and intentional.
 Using this model to teach words that
are unique to subject matter will give
the student the background
information as well as the critical
information needed to understand the
subject better.
 This model can be used across
subjects because every content class
has necessary vocabulary for learning.
 Teaching the etymology and
morphology increased the chances
that the student will be able to
associate words with other words to
make the connection fostering
independent learning.
 This model helps to develop deeper
learning.
  In this step, students will be asked to spell
Step One and define the word using prior
knowledge or by guessing.
Pretest Knowledge of  The pretest can be multiple choice or the
Words Critical to content teacher can use a word map where the
student just writes in the box what they
believe is the answer.
 Students may be nervous so it is important
that students know that this is not graded
just to assess where they are beginning.
Step Two  This step is self explanatory.
 The students will discuss either with a
Elaborate on and partner or with a group about why they
Discuss Invented felt the word was written and defined in
Spellings and that way. They are to discuss everyone’s
Hypothesized spelling and definition in the group or
Meanings pair.
 This promotes learning from each other.
Step Three  In this step the students are introduced
into the various spellings of the word.
Explore Patterns of
 They are exposed to the definition,
Meaning
synonyms, and antonyms.
 At the end of this step the students will
see the use and relationship of this word
with other words.
  Just as the description says, the students
will read the word in a story, article, or
Step Four some publication.
 The student will begin researching it either
Read and Study in the dictionary or online.
 They will use the word in such ways as:
 Acting
 Drawing
 Writing
 Etc.
Step Five
 To assess learning the teacher must
evaluate the students learning using a
Evaluate and Posttest mean of their own. This can include:
 Using ways listed in step four
 Make posters
 Test
Benefit of Using This Model

 The vocabulary acquisition model uses the steps to ensure a deeper

learning of the word and how to use it in many different ways.
 This method also teaches the student the history of the word.
 The model establishes what the student knew prior to the lesson and builds
and builds to the student understanding it.
 This model can also address the needs of many learners. The auditory,
visual, reading/writing, and kinesthetic. This model is open to any form of
presentation to apply to all.
 The students learn more than just the definition but learn the word wholly.
Technology and Vocabulary
Acquistion Model
Planning
During planning of this model
there are many different options
of technology that can be used.
www.dictionary.reference.com
www.etmonline.com/?term=etym
ology
Http://visual.merriam-
webster.com
For Graphic organizers:
www.inspiration.com/kidspiration
Implementation Assessment
To ensure all learners are involved: Online survey tools
For auditory learning the student www.Surverymonkey.com
can use a recorder.
www.polleverywhere.com
For visual learning the student can
Test creation tools
record themselves on video using
the word and writing it and the www.Quibblo.com
definition.
http://quizstar.4teachers.org
Students can also use drawing or
paintings like
http://artpad.art.com/artpad/pai
nter
Differentiation

 There is much room for differentiation in this model.

 The sources the teacher gives the student to read and study can vary
exponentially. The teacher can use the internet, radio, textbooks, fictional
books, video blogs, and tons of other sources to enhance all learns
experiences.
 The way the teacher groups the students can differ from pairing, to small
groups, to larger groups, to the chosen groups, or independent grouping.
 The assessment of the learning can vary as well. The teacher can choose
to do a standard test. They can also use posters, acting, video, and many
others.
Example

 One example of using this model would be asking the students in a science
class to spell and define conductor.
 Once the students have had time to do this, split the class into small groups
and ask the students to discuss their spelling and definition among the group.
 Talk through the definition with the whole class and discuss some synonyms and
antonyms. Go over the history of the word and other ways the word can be
used.
 Have groups read and study different sources to define and associate the
word.
 Test the students either with a standard test or have them write the word in a
sentence and use in a story.
2nd Model- The Direct instruction
Model

 The direct instruction model is exactly as it sounds. The teacher gives the
information, the students listen and take notes, then there is a test at the
end to assess learning. This model is best used in introducing new topics, to
reinforce knowledge or skills, and to teach procedure, skills, or techniques.
This is the standard used in higher education courses.
Experts and Blogs

 Expert 1  Blog 1
 Expert 2  Blog 2
Resource

 Kilbane, Clare R., and Natalie B. Milman. Teaching Models: Designing

Instruction for 21st Century Learners. Pearson, 2014.