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READ THE RESEARCH: Which is more effective for learning: typing or writing by hand?
"The most effective direct instruction in vocabulary helps children gain deep understanding of word meanings (much more than simple dictionary definitions); requires plenty of reading, writing, talking, and listening; emphasizes the interconnections among words and word meanings and the connections of words to children’s own experiences; and provides abundant ongoing review and repetition" (NRP, 2000).
The most effective vocabulary instruction includes a mix of varied explicit and implicit instruction. According to the National Reading Panel (2000), "Explicit instruction in vocabulary includes teaching students the meanings of words, techniques to determine word meanings from context, and the meanings of word roots and affixes. These kinds of instruction have been found to provide students with clear and consistent gains in reading. There also were benefits from less directive approaches—reading to children or encouraging them to read—which present vocabulary more implicitly." These findings show that students will benefit from multiple, repeated methods of teaching vocabulary. Instead of resorting to one strategy, try multiple strategies within one unit to teach and reinforce the meanings.
What does this look like in your unit? Teach the words using semantic mapping at the beginning of the unit, as this increases word knowledge and improves comprehension of that text selection (NRP, 2000). Next, provide text that contains the repeated and extended use of the new vocabulary words. Ask students to annotate the text and the new vocabulary words as they read to add extra reinforcement. Finally, repeatedly use these new words in your lessons and provide opportunities for students to demonstrate their knowledge (Fridays are great days to focus on the vocabulary of the week with games like Bingo, Kahoot!, Blooket, charades, etc.). Research has found that students need anywhere from 6-17 exposures to actually learn the new word (U.S. Department of Education). With repeated review, these words will move from short-term memory to long-term memory, which will in turn improve comprehension and further analysis of your standards.
Teachers Should Increase:
Teachers Should Increase:
Provide multiple exposures to meaningful words in varied contexts.
Use visual and kinesthetic methods to directly teach and reinforce vocabulary.
Provide student-friendly definitions.
Select a mix of academic and content vocabulary. Keep in mind that BML students will also need high-frequency words.
Teach 7-10 words a week and continue to review throughout the week. Use these words repeatedly in text and in speech.
Students need to acquire a word at the speaking and listening level before using it in writing. As a result, teach vocabulary before introducing text or teaching content.
Use multiple methods: direct (pronounce the word, give personal examples, context clues, word parts) & indirect (classroom displays, in-text, embedded in lessons).
Provide opportunities for students to use the words in meaningful/cooperative ways, and time to reflect on their understanding. For example, provide a list of the vocabulary and have students rate their understanding of each word (1-5). Students should submit their ratings, and as a class, use the data to determine which words need explicit instruction. This provides ownership and student input.
Create word walls and displays of the new vocabulary. Displays can be student-generated, such as semantic maps created by small groups, visual depictions of words, subject-related root words, or concept maps showing the relation between vocabulary words.
Teachers Should Decrease:
Teachers Should Decrease:
Asking students to look up definitions in isolation
Asking students to write sentences for new words before they have studied the word in depth. Leave this type of work for the formative or summative.
providing long lists of vocabulary words at one time. Research shows that fear and stress hinder learning.
using only one type of vocabulary strategy or template.
assessments that ask students for single definitions
not updating word walls
students copying down complex definitions from the board.
Suggested activities
Suggested activities
In addition to the strategies suggested above, below are some highlighted activities.
Teaching Affixes
Teaching Affixes
According to the findings of the National Reading Panel (2000), "Studies have shown that teaching students the meanings of words and of word parts such as prefixes and suffixes can have a powerful impact on reading comprehension." Most multisyllabic words are made up different word parts -prefixes, roots, and suffixes. Recognizing these word parts and knowing the meanings of these word parts are two different skills that will help our students of all languages decode, comprehend, and define these words.
An example is listed below:
The root word bat means 'to beat' and the root word com means 'together'. These roots can be seen in the following words:
combat, combatant, and combative
Think about how the meanings of these roots relates to the actual meanings of these words. Would knowing the meanings of these roots help a student to figure out a general meaning of these words?
Below is a dictionary of affixes I compiled in 2014. Please feel free to save a copy for yourself. As the subject expert, you know what academic vocabulary needs to be taught. As a department, determine which affixes apply to your specific subject. Many affixes will apply to multiply subjects. I recommend any of the following:
Create a display in your classroom of these affixes along with the related academic vocabulary
Provide students with a list of the subject-related affixes for reference
Refer to these affixes when teaching new vocabulary as another strategy to help students connect to the meaning.
Multiple Definitions of Words
Multiple Definitions of Words
The example above is an activity that can be used in the beginning of the unit to introduce new vocabulary. Students can work in groups to create a chart for each word, then display the charts around the room. Conduct a gallery walk, allowing students to study the charts and add to them if necessary. Don't forget to revisit these words regularly through text, games, instruction, and other activities.
Semantic Mapping
Semantic Mapping
Similar to creating multiple meaning charts, semantic mapping allows students to make connections, create visuals, and personalize their learning of the new vocabulary. You will find multiple tools and formats of semantic mapping online.
TIP: Encourage BML students to translate the words into their first language and add to the map.
Vocabulary Books
Vocabulary Books
Students should be writing down new vocabulary words by hand, and not typing them. Researchers have found that not only do students retain more information written by hand, but they are less distracted. Additionally, writing by hand activates more regions of the brain than typing, and causes students to think about what they are writing. In short, when you want students to learn, they should be writing on paper with pen or pencil. Laptops on the other hand are great for assessments, creative work, or games. You can find the research here: The Magic of Writing Stuff Down.
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