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The Word Conscious Classroom

Develop an Understanding of Sound Vocabulary Instruction

Vocabulary plays a critical role to student achievement. Hence, only research based, proven vocabulary practices are shared on The Word Conscious Classroom platform. 



"Research indicates that direct instruction in vocabulary can increase vocabulary learning and comprehension. If instruction is to influence comprehension, it needs to involve a breadth of information about the instructed words and engage active processing by getting students to think about and use the words".
McKeown, M. G., and I. L. Beck. “Direct and Rich Vocabulary Instruction.” In Vocabulary Instruction, edited by J. F. Baumann and E. J. Kame’enui, 13-27. New York: Guilford Press, 2004. Reprinted with permission of The Guilford Press, 72 Spring Street, New York, NY 10012. Copyright © 2004 by The Guildford Press.

Learning the art and science of teaching English vocabulary is not directly taught in teacher preparation programs. Hence, many teachers are not sure how to effectively teach vocabulary and settle for techniques that involve specific word instruction. Specific word instruction can be a highly effective method for supporting student's vocabulary acquisition, however, teaching word learning strategies and developing word consciousness also plays a critical role in robust vocabulary instruction. 

The Word Conscious Classroom has courses that will prepare teachers for intentional vocabulary instruction. Teachers will learn how to teach word-learning strategies such as using the dictionary, morphemic analysis, contextual analysis, and cognate awareness. The Word Conscious Classroom also provides teachers with professional development on using word play and word origins in order to enhance adept diction and word consciousness. Take our courses. You won't be disappointed.

 Diamond, L., & Gutlohn, L. (2009). Vocabulary handbook. Baltimore, Md: Brookes.



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RSS The Literacy Butler Podcasts

  • Language is Juicy January 6, 2019
    Lily Wong Fillmore argued that native English speaking teachers take Language for granted. Those who know English well, may not understand that students “who are speakers of varieties of English––[may] find the academic registers used in texts to be more difficult to untangle than do speakers of “standard English” whoRead More
  • Episode 31: Metalinguistic Awareness and Grammatical Awareness in Action November 25, 2018
    How does teaching parts of speech enhance word consciousness and ones ability to solve analogies? Well, the more one knows about words, the more word consciousness he or she will gain. This means that a close look at English grammar needs to happen within a word conscious classroom. The teachingRead More

RSS Instructional Design Lady

  • The Five Instructional Stances September 22, 2019
    The instructional stance is always determined by the learner and the learning goal. Subsequently, the instructional stance will, in turn, determine which tools to use within the various instructional designs. One instructional stance is pedagogy. Pedagogy has a  strong connection to behaviorism.  It is heavily instructor-centered and bases learning on environmental conditioning and stimuli. Another […]
  • Practice what you preach! September 15, 2019
    I recently got the opportunity to do some freelance work as a subject matter expert. It was exciting to be a freelance subject matter expert, even though it was a short-lived opportunity. Hence, this experience taught me a big lesson… Practice what you preach.   Reference: Hodell, C., & ProQuest. (2015). ISD from the Ground up, […]

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