ASCD Poll: Building Academic Vocabulary

In the ASCD poll, we asked you how you prefer to teach new vocabulary to students. If you haven't taken the poll yet, please vote now.

How have you found success in teaching vocabulary to students? Share your comments and tips with your peers.

Comments

[Debra Buffington]

I love to add drama to the reading experience. When new words are introduced, (preferably in a story) I dramatize the words when explaining the meaning to my students. They understand more quickly and the learning process is more interesting. We also discuss the words in context as though we were discussing the events in a movie.

[joel douthett]

We are told not to teach vocabulary. "it's low level thinking and bad pedagogy"

[Roberta Abaday]

I teach vocabulary using a hands-on approach called word sort.

There are two ways I use this activity. I provide the words on cards and the students, working with partners or small groups, manipulate the cards first into categories. The students are able to discuss the words as they do this then look up the meaning of the words. After we may write a short story write-around to determine if they know the meaning of the words. Finally, they will have a quiz.

The second method with the word sort is to provide cards with the words and other cards with the definitions. The students work in groups matching the words with the definitions. They have me check to see how many they have correct and continue the process until all are correct, They then write them down in their journals. I use etymology bases as the grouping so all the words would have been introduced through a flash card lesson and would be similiar. I create two or more sets to match our theme (e.g. family words: pater, mater, soror, frater). The students exchange sets with other groups until they have completed all sets. It is good to keep the words limited to 5-10 in a group and then provide two groups so the students are not overwhelmed. They work and discuss as a group and enjoy the hand-on approach.

[Sara Wood]

In BusTechEd Computer Applications class, students are directed to a website--in this case, I chose http://dictionary.reference.com/wordoftheday/archive/

From that site, students pick one word every day that they DO NOT KNOW. They type the word, the definition, and write a sentence using the exact word. They put this information into a PowerPoint file called My Vocabulary Study. They find a picture to illustrate the meaning of the word in that context. They present their vocabulary study to their classmates weekly. They also turn in a printed copy to me. If needed, I assist them with pronounciation as they present, and I give them any added background for the word.

Does it improve their vocabulary? I'm not sure, but it's improving their speaking and writing skills and demonstrating their creativity.

Plus, we're having some fun with it! "-))

[purfekt10]

I have taught both children with disabilities and children who have been identified as gifted. I teach vocabulary pretty much the same for both groups. I have researched brain compatibile learning and use that knowledge in almost every aspect of teaching. I like students explore reading (hopefully reading they will enjoy and have them choose words from the reading lesson that they don't know. Next, I have them use the Inspiration software to pick apart the words. During the task, students type the unknown word into the graphic organizer. Next, I have them type the sentence that contains the word in the graphic organizer. Then, have them research to find out whether the selected word is a noun, verb, adjective, etc. Then, they have to write a sentence similar to the one in which they found the unknown word. Finally, I have them write 2-3 original sentences. Students can usually discover the meaning of the word and make it part of their known vocabulary collection.

This can be made more meaningful, especially for middle schoolers if the go a little deeper in analyzing the unknown word by discovering which language the unknown word comes from and what that (or those) meanings are.

[Ann Pearce]

Unfortunately, the wording of this survey item does not allow for multiple answers. Effective teachers use a combination of direct instruction and presentation in context when the teaching moment occurs. Students in low SES schools often lack opportunities for direct instruction in academic language and it is imperative that schools level the playing field for these students.

[Stephen Krashen]

The poll questions do not include what is probably the most effective means for increasing vocabulary: Wide, self-selected reading. The research supporting this is very very strong, and few people claim to have developed their vocabularies in any other way. Why was this not even an option!

[Steve Kuykendall]

The survey is flawed to an extent, because I do agree with one of the posts above, that teachers use multiple methods to provide instruction. The disturbing issue is that the majority of the teachers use context to "teach" vocabulary. That is not teaching, that is inferring. Leaving it up to random chance that a student has the background and basis to make a connection with the meaning of an unfamiliar word. Research shows that the number one indicator of academic performance from 4th grade up is the knowledge of Academic Vocabulary. I recently observed a lesson where the teacher was providing direct instruction of a word (role) prior to the reading. As she was modeling the word with choral response from students, providing examples again with choral response from students and having students write the word, the explanation of the word and a graphic representation of the word; one of her students an english learner looks up and has a connection/learning moment. The student states, "I thought it meant roll" and makes a rolling motion with his hand. How could he have made that connection through the text? He might have and I emphasize "MIGHT". The teacher insured that all students had the vocabulary necessary for the lesson to be effective. It is the use of unproven, "I like it or I think it works", methods that cause educators to committ Edical Malpractice.