Following on from Matthew I and Matthew II, snippets of which are below, our final piece on literacy tries to answer the key question.
|This means that for a student bought up in a word-rich environment, he not only hath, but will go on to exponentially receive in abundance.|
|This For a child bought up in word-poor environment, he not only hath not, but further opportunities for development will be diminished.|
|So having just congratulated ourselves on teaching tier 3 vocabulary, it is time to consider how we can develop tier 2 vocabulary in our students. The result of this will be that even to whosoever hath not¯ it shall not be taken away.¯ Or to rephrase in tier 2 vocabulary: Even for whosoever does not possess it shall not be removed.|
What, then, can we do to help our students become word-rich? Here are some quick and easy things you can start doing right away: vocabulary?
Many of these words are unfamiliar and can be a bit of a mouthful. Saying the new word together gives everyone a chance to get their mouths around it without too much embarrassment. It also means students will be more confident of being able to say word as an individual.Theres another important factor here. Words are very much tied up with identity. As students are maturing, they are evolving a new sense of identity. Part of this must include their sense of themselves as educated people aspiring to higher-level academic study.Much of this Tier 2 vocabulary, though, will be vaguely alien to them. They might feel that some of this language doesn't belong to them in some way – it seems too adult perhaps,too posh, or highfalutin. Therefore, they need to gain ownership of the vocabulary. To evolve their sense of themselves as educated young adults they will need to start making this vocabulary a part of them. So say those fabulous new Tier 2 words and say them with pride, passion, and pleasure and say them together.
Introducing Tier 2 vocabulary opens up commendation possibilities. You can give a student a breakthrough commendation if:- she pronounces the word correctly, having previously struggled to pronounce it;- she uses it in an oral or written response.
*A list of Tier 2 vocabulary can be found at this link. It refers to the American system. There is much more of a focus on vocabulary because it is specifically tested: http://www.hpcsd.org/district.cfm?subpage=29208
The Matthew Effect by Daniel Rigney