The Common Core Standards have a renewed focus on vocabulary development across the grade levels. While this is not a new concept, there is certainly more clarity and dissection in approaching the variety in the type of words students should learn, as well as the skills students should develop to become proficient at their grade level. Certainly one of the prevailing themes within the Language Acquisition and Use standard 4 for grades K-5 is that students should be able to determine the meaning of unknown and multiple meaning words. Clearly this should reflect an increase in the complexity of language students encounter as texts become more complex, but students of all levels should be grappling with these concepts.
The College and Career Readiness (CCR) Standard 4 for Language is as follows:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCR 4 examines the role of the reader in actively making meaning while reading. Readers need a variety of skills to support them in attaining this standard, such as knowledge of multiple meanings, affixes, context clues, and how to use resources. Students must become attuned to when they don’t know the meaning of words, and actively apply strategies to determine meaning. Therefore, teachers must teach the strategy of inferring for word meaning across the grade levels, focusing both on using clues both within the word and within the context to gain insight into meaning.
It is evident that for this standard, students will need to grapple with complex text that allows them to explore the nuances of language beyond the literal. For example, the word “interesting” can mean a variety of messages as the word alone does not necessarily convey the writer’s or speaker’s intention. It could mean fascinating, it could mean boring, it could mean different. Without further explanation, the word by itself is nondescript. If someone tells a story and the listener nods his head, rubs his chin, and replies, “Interesting,” the word could mean something worth contemplating. If the speaker comments on a how a meal was prepared as, “The meal was…interesting,” he or she may be communicating that it was different, but not necessarily tasty. The pause within the sentence sets a tone, as well as the word choice of interesting. If the meal was delicious, then interesting wouldn’t be an appropriate choice. It is possible the meal was not good at all, but the speaker was looking for a descriptive word that would not be offensive. (This would especially be true if the context included that the chef or host of the meal was someone of respect.) Sometimes the absence of stronger word choice sends a message as well as the selection of powerful words. Therefore, readers must examine words that are selected (and at times, omitted) for their basic meaning, but also analyze the context and tone to determine the essence of the message behind the words.Students need to engage with multiple meanings during reading, but it is also helpful to examine common words students know that have multiple meanings and focus the classroom discussion on how words get their meaning. Sometimes we take for granted that a concept as simple as a “word” can really be quite a loaded discussion. What is a word? Why do we have words? How do words gain their meaning? We have a tendency to talk about words all the time, but not really examine the very essence of its meaning and purpose. Perhaps this can help students refocus their attention on the marvel of words and how finding new words is like opening a treasure chest.
In order to help support teachers, I have created this set of differentiated task cards that focus on the guided or independent practice of multiple meanings. New words give children (and adults!) better access to clear communication, and clarity in expressing ideas. When students understand new vocabulary, and engage with it in meaningful ways, they become empowered. I have often seen kids try out their new words on family and friends, and wear them with a sense of pride. Even my three year old son likes to bring up new words, and through repeated rereading, is able to tell me the meaning of words such as ajar and eider. I hope that as you explore new language with your students, they become entrenched in the excitement and power of vocabulary, as I do with my son.
Learning is a journey, not an endpoint. 