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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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Start learning how to develop your student's vocabulary skills and word consciousness




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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 Tyranny of the Urgent August 17, 2019
    Functioning in volatile, uncertain, complex, and ambiguous (VUCA) conditions creates a sense of infinite urgency.   Furthermore, ubiquitous exigencies make learning more difficult as the pressure to work seems to never cease. In such conditions, what is the learner to do? “Although we need more and more learning and training, the irony is that we have […]
  • Content Creation Calibration Presentation December 2, 2018
    I had the pleasure of presenting at the Virginia Society for Technology in Education 2018 Conference. I shared my ideas on Content Creation and Calibration with learners and I took feedback from the audience regarding the topic. Some of the key questions were: How do I engage dormant learners in the design process? How do […]

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