We just love this article by Kimberly Tyson: http://www.teachthought.com/teaching/top-10-characteristics-of-effective-vocabulary-instruction/
Research shows that multiple exposure to and direct instruction of vocabulary words is critical. This article clearly articulates the very best of vocabulary instruction!
The topic of vocabulary, particularly in the 7-12 grade levels, brings more groans than cheers every year. Some students may tend to view it as a mundane task with minimal relevancy. Some teachers may view it as a necessity, but some may not even be sure how to make it relevant for the student. It’s the way they were taught, so they proceed with the practice to check it off the lengthy list of must-haves.
I am here to offer anecdotal solutions, which could boost the collective vocabulary reputation for all involved!
In my classroom experiences, I have had significant success when vocabulary isn’t relegated to the great trash can in their brains the minute the quiz is turned in. After week 1 of any vocabulary program, I add a section on my quizzes, and a section in their practice for randomly reoccurring vocabulary words. This way, the students know that the vocabulary words aren’t going to just “go away” and they are encouraged to retain them. As the year progresses, the bank of possible vocabulary words up for random reoccurrence grows.
Discovery and Definition
Another classroom practice is the discovery and definition method! In this method, students earn “points” when they discover and define past vocabulary words in current work. They can redeem points in any way you see fit, but some common ways are to apply them to future quizzes, or to redeem them for privileges.
We would love to allow this to be a forum for your ideas too! Share away and let’s build a community of educators who want to restore the reputation of vocabulary!!!