Wirt early career starter sheet for vocabulary by 532hW6


									                                            TEACHING VOCABULARY THAT
                                            STUDENTS WILL REMEMBER
                                            An Early-Career Starter Sheet
                                            Valerie Wirt
                                            Methods EDUC 463

                                            “When our classrooms become laboratories for
                                            words—places where students can experiment
                                            with words and word usage, can try on new
                                            words and see how they fit—students begin to
                                            naturally seek out and adopt new words into
                                            their lives and personal vocabularies” (Smith

  Comic courtesy of http://teacherweb.com

Teachers must understand that. . .
                                                     Did You Know that . . .
                                                     “80 percent of English words ‘borrowed’
   The days of simple word lists
                                                     from other languages have their origins in
    and weekly quizzes are over.
                                                     Greek and Latin roots, compromising 60
   Rote memorization is not effective
                                                     percent of our entire language” (Kail 65).
    for long term learning.
   Students increase their lexicon by               “Seventy percent of the most frequently
    “looking up definitions, recognizing             used words have multiple meanings”
    new words in a variety of contexts,              (Bromley 531).
    using new words in writing and
    speaking, identifying a new word’s               “Meanings of 60% of multisyllabic words
    part of speech or multiple parts of              can be inferred by analyzing word parts”
    speech, and connecting new words                 (Bromley 533).
    with familiar words” (Nelson 33).
   Responsible vocabulary instruction is            The size of a student’s vocabulary directly
    teaching useful, high frequency                  affects reading comprehension.
   Teaching fewer words well is better              Students actually like learning vocabulary
    than teaching a lot of words                     when they can use it in meaningful ways.
  Teachers must understand that. . .
   Using mentor texts to teach
    vocabulary puts words in context.
                                                     Works Cited and
Here are some ideas for action:                      References
   Allow students to select new words for           Bates, Larry. “Responsible Vocabulary Word
                                                               Selection: Turning the Tide of 50-
    study from the literature they are reading in              Cent Terms.” English Journal 97.4
                                                               (2008): 68-76.
    class and keep a word list on the wall.
   Have students create their own practice          Bromley, Karen. “Nine Things
                                                              Every Teacher Should Know
    quizzes to give each other before the actual              About Words and Vocabulary
    test.                                                     Instruction.” Journal of Adolescent
                                                              & Adult Literacy. 50.7 (2007):
   Ask students to incorporate their vocabulary              528-537. Web.
                                                              Accessed 11/1/11.
    terms in their writing and use them as much
                                                     Hardwick-Ivey, Amy R. “Vocabulary in
    as possible in everyday speech.                          Action: Strategies for Turning
   Teach vocabulary using Powerpoints that                  Students into Wordsmiths.”
                                                             English Journal 97.4 (2008): 56-
    contain the definitions and visuals so that              61.

    students may recall associated images.           Kail, Suzanne R. “Vocabulary Instruction
                                                               Goes ‘Old School’.” English
   Have students write jingles or couplets to                 Journal 97.4 (2008): 62-67.
    help them remember words.                        Nelson, Deanna L. “A Context-Based
   Engage students with drama activities like                Strategy for Teaching
                                                              Vocabulary.” English Journal 97.4
    improvisation that requires them to                       (2008): 33-37.
    include vocabulary words in the dialogue.        Smith, Thomas B. “Teaching Vocabulary
   Put students in groups that compete against               Expeditiously: Three Keys to
                                                              Improving Vocabulary Instruction”
    each other in vocabulary games so that each               English Journal 97.4 (2008): 20-
    team member has to take a turn at answering
    the questions.                                   “A man with a scant vocabulary will almost
   Try teaching the roots, prefixes, and suffixes   certainly be a weak thinker. The richer and
    of various words so students are more apt        more copious one's vocabulary and the
    to use these tools to uncover the meaning        greater one's awareness of fine distinctions
    of new words.                                    and subtle nuances of meaning, the more
   Reuse old vocabulary words on new                fertile and precise is likely to be one's
    vocabulary exams because repetition is key       thinking. Knowledge of things and
    for long term memory storage.                    knowledge of the words for them grow
   Be excited about new words so that your          together. If you do not know the words, you
    students can be excited too!                     can hardly know the thing.”
                                                     ― Henry Hazlitt, Thinking As a

To top