Module 5: Learning Connections
Vocabulary in High School
Is it Important to Teach Vocabulary in High School?
Teaching vocabulary in High School is important for a number of reasons: first of all it is a time when becoming effective efficient communicators with verbal and written skills that effectively explain, inform and persuade (Fisher & Fry 2009). Effective communication is not only integral to success it is also a time when students are thinking about their future and the need to effectively articulate their learning is essential for admissions to post-secondary institutions if that is student choice but also for success hiring for employment purposes. Often vocabulary is what society uses as evidence of education and intellect (Fisher and Fry 2009) whether such an evaluative process is fair or not. We want our students to be considered and treated fairly and perceived as positive trustworthy individuals.
References
Fisher, Douglas, Frey, Nancy. (2013). Engaging the Adolescent Learner: The Power of
the Word. IRA Essentials. Retrieved from:http://www.literacyworldwide.org/docs/
default-source/member-benefits/e-ssentials/ila-e-ssentials-8032.pdf
Sousa, David. (2014). How the Brain Learns to Read.Thousand Oaks,CA. Sage
Publications.
Three strategies for teaching Vocabulary in High School English and How they support literacy growth.
Word Wall
I am new to using a word wall in my classroom. Part of my motivation for doing so was to make troublesome words visible to my students. There are three types of “classifications” of words on my wall: The first is a section of literary terms that are new or for review for my students, the second is for new vocabulary in a text we may be studying and the third are for words that are sophisticated suggestions students may use in place of vague ones in their own writing. I write the vocabulary words on one side of a recipe card with the definition, explanation and synonyms on the back. The purpose of this is to have students get up out of their desks and move around. The wall its surrounding area is also used as a "writing" center where students can sit, use dictionaries, the word wall or various graphic organizers stored in folders for writing and revising work.
The word wall supports literacy growth in my students because the words carefully selected for concentration are integral to the unit of study. Because we will be using these words in class discussion (small group, Socratic discussion, etc.) they are visible reminders that they are words that will be and can be used in oral and written discussion. As well, the cards on the word wall possess not only the word but the definition and synonyms as well therefore students can use the wall as a reference aid (Sousa 2014).
2. Vocabulary BookMarks
A second strategy I use is the use of “bookmarks”. When students are reading books for their literature study, I have them write down any “new” words on a lined double-sided bookmark. As well, during literature studies one role for students is “vocabulary enricher”. The role of this student is to record up any important or unfamiliar words (page number and sample sentence from book.) In order to understand the words students attempt to determine the word’s meaning by using context clues such as : example, synonym, antonym, example, and cause and effect. Students are then asked to use the word in a sentence of their own
This supports literacy growth in my students by a strategy that students can easily engage in when they are reading ANY text. It’s application is enforced when students are participating in their literature study. This involves books that students have chosen themselves and therefore I hope that they are more emotionally invested in the story and WANT to figure out vocabulary in order to understand story. The bookmarks themselves have “clues or suggestions” for figuring out the meaning of words using context thereby serving the purpose as handy tools or “cheat sheets” of sorts for students to utilize in their own reading. Students can visibly keep track of any new words they acquire during the reading of each text creating a sense of accomplishment.
strategy the student
Graphic Organizers
Building upon the exercise of finding words in text and determining meaning through context clues I have a variety of graphic organizers in folders near my word wall. Students are encouraged to utilize these graphic organizers to help in their understanding. I will often hand out a particular graphic organizer at the beginning of each unit (Each unit multi-genre as well as centered around essential questions). I have found that they are particularly useful for learning poetry and Shakespeare.
Graphic organizers support literacy growth in my students by being visual aids. They also help support the close reading of text of helping students read closer and more carefully asking questions and looking for context clues. They also help students understand the interconnectedness of specific words and text, as well as their importance in contributing to tone and mood.
Connections to Brain Research and Development
Research shows that although most vocabulary is learned through everyday interactions and exposure to language, some vocabulary needs to be taught more formally. This is especially true when learning complex concepts with a specialized vocabulary (subject specific) or vocabulary representing complex and more sophisticated concepts. (Sousa 2014).
Interestingly enough the number of words a student learns increases with age and grade. By time a student reaches the eleventh grade he/she have a “33 percent chance of learning new words” (Sousa 2014).
What are my Strengths and How can I Improve?
What am I doing well in this area? Honestly, even though I’ve been teaching for over twenty-five years I still feel inexperienced when teaching vocabulary. When I first started teaching I would assign dictionary work and crossword puzzles. When I started teaching diploma courses where a government directed multiple choice reading comprehension exam was mandatory, I would get results back indicated that the vocabulary questions on said exam where the ones where the students where my school scored lowest. Because of this I realized that I had to strengthen and differentiate my teaching and since then I have modeled close reading with my students, practiced and modeled how to use context clues for understanding as well as read aloud (on a regular basis) to show how you can glean the meaning of a word by how it is used in a sentence. I believe that for High school students part of reading is to be cognizant of the reading process.
I try to create as many opportunities as possible for my students to read. The more “practice” my students have reading text the more vocabulary they will learn the more fluent they become. My challenge is to find texts that possess vocabulary that is challenging without being intimidating that engage my students enough to have them continue in their growth.
I also would like to add a bit more “fun” and “intrigue” by incorporating more “play” into the learning of words. I have incorporated “word of the day” with success but for some reason I have dropped this strategy from my class. Upon reflection, I should bring back the practice as I challenge students to use the word throughout the day and then tell me the next morning HOW, WITH WHOM and WHERE they used the word. I can also try vocabulary games such as Word Bingo, Scrabble, Free Rice.