5 Core Components of Reading - Vocabulary
Why Vocabulary Instruction Matters More Than You Think
We talk a lot about the five core components of literacy, but one that often gets overlooked (or oversimplified) is vocabulary.
And yet, vocabulary is essential. Why?
It supports reading comprehension
It helps students determine whether they’ve read a word correctly
Let’s be honest: many students have learned to read passively. They say the words out loud or in their heads, but don’t stop to ask, “Does this actually make sense?”
That’s where vocabulary instruction becomes a game changer (not just for building word knowledge) but for strengthening self-monitoring, critical thinking, and comprehension.
Vocabulary and the Reading Process
We teach students that reading isn’t just about decoding, it’s about making meaning.
That means they need to be able to:
Say the word accurately (sound it out)
Picture what it means (create a mental image or concept)
But here’s the problem: many students can’t confidently do Step 2. They’re unsure of word meanings, and they don’t always realize when they’re confused.
Often, we have students who will say things like, “Well, I know what it is, but I can’t explain it,” which is a problem, and so we need to provide them with a framework to explain it.
The Power of Self-Monitoring
When students read, we ask them to highlight or flag words they don’t know. This simple act builds metacognition—it trains them to pause and ask:
Do I understand what I just read?
But what about those students who say, “Well, I know what it means, but I can’t explain it”?
That’s a sign they don’t fully understand the word.
So we give them a structure to help.
The Vocabulary Framework We Teach: CFSA
We use a consistent, clear routine in our interventions and small groups that gives students the tools to define and apply new words.
Here’s how it works:
Step 1: Vocabulary Rating Scale
Before teaching the word, we have students rate their current understanding on a scale of 1–4:
1 – I’ve never heard this word
2 – I’ve heard it, but I don’t know what it means
3 – I kind of know what it means
4 – I know it and can use it in a sentence
This quick check-in activates prior knowledge and gives you data to work with.
Step 2: CFSA Framework
Once they’ve rated their understanding, we guide them through CFSA:
C – Category: What type of word is this? (e.g., emotion, action, object)
F – Function: What does it do? How is it used?
S – Synonym: What’s a word that means something similar?
A – Antonym: What’s a word that means the opposite, or what would be not this?
This framework helps students anchor meaning through multiple access points.
✏️ Example:
Word: Reluctant
C – It’s a describing word (adjective)
F – It describes someone who doesn’t want to do something
S – Hesitant
A – Eager
Step 3: Apply the Word in a Sentence + Share
Now it’s time to use the word. We ask students to:
Say or write a sentence using the word
Share with a partner or small group
Listen to other examples to hear different uses or nuances
This final step builds expressive vocabulary and helps students understand how the word functions across contexts.
What If They “Know” All the Words?
Sometimes, students will insist they know all the words in a passage or list.
We challenge them:
“Great! Can you run these words through the CFSA framework?”
We would target a few that might be challenging.
If they can, amazing!
If not, it’s a learning opportunity. Why didn’t they flag that word when asked which ones they didn’t know?
This process helps students develop ownership over their own vocabulary learning.
Want Support Bringing Vocabulary to Life?
If this routine sounds like something you’d like to implement, we’ve got tools to help:
Free Vocabulary Resources:
Download our Vocabulary Rating Scale, CFSA organizer, and classroom-ready templates.
👉 Grab your free tools here
🎓 Spotlight PD Training:
Join our 1-hour, on-demand Vocabulary PD to see the routine in action and get a PD certificate.
👉 Check out the Vocabulary PD now
Final Thoughts
Vocabulary isn’t just about knowing words; it’s about using them to access meaning, express ideas, and build confidence.
When we give students a structure to understand and apply new words, we’re not just building vocabulary; we’re building readers who think critically and communicate clearly.