Research tells us that there is a direct correllation between vocabulary development and reading comprehension (what I call a 'duh' fact). We also know that giving students vocabulary list to study produces little to no gain in vocabulary development.

Why then do so many secondary teachers still give vocabulary list and test? The answer, in my opinion and experience, is that secondary teachers have never been taught how to teach vocabulary. At a recent workshop, Kyleen Beers (a university professor and editor of Voice From the Middle) noted that "students need repeated exposure to words...in meaningful ways...before learning and retaining new vocabulary..." In her soon to be published book, Beers stresses the need to limit the number of new words students learn to only "essential words" and encourages teachers to engage students in hands on, tactile activities which focus on prefixes, suffixes (although not as much), and roots. Beers (and others) support the use activities such as linear arrays, word trees, and semantic maps.

In addition to Bears' suggestions, I had my students develop their own vocabulary word lists. Students were required to write down unfamiliar words they encountered during independent reading, shared reading, literature circles, or from "environmental print". Depending on the grade level I taught, the number of words varied from 25 words to 40 words (turned in every two weeks). As a precursor activity, I read aloud the book Donnovan’s Word Jar by Mona Lisa De Gross to get students interested in “collecting” their own words.

Perhaps the best books on vocabulary instruction are Janet Allen’s book Words, Words, Words: Teaching Vocabulary in Grades 6-12 and Words Their Way by Shane Templeton. Jim Burke’s web site (see my home page) also has some wonderful vocabulary activities.

1. All words must come from one (or more) of the following sources:

- Independent Reading – novels you read during DEAR

- Shared Reading/Word Wall – novels we read as a class. Cannot compose more than 1/4 of total words.

- Guided Reading/Literature Circles – should be discussed in your groups and placed on word wall.

- Daily Edit/Caught Ya/DOL – cannot compose more than 1/4 of total words.

- Environmental Print – teachers, parents, television, billboards, etc. – cannot compose more than 1/10 of total words.

2. Each word on your list must have the following information:

- The definition – must match the context in which the word was used. Please write only the base word. E.g. look up reluctant, not reluctantly

- The context – the complete sentence in which you read/heard the word

- The source – the book or text in which you read/heard the word.

3. You can only bank words for two weeks.

4. Words must be kept in the vocabulary section of your Writer’s Notebook. All assignments must be dated and checked.

Note:During the second semester, students are asked to include whether the words contain any known affixes or root words as well as a “clue” or “hint” or mnemonic device to remember the word. I also require students to fill out Jim Burke's Vocabulary Square (see his book Reading Reminders) for a select number of words.

Twice each marking period, students select one or two words and create a graphic organizer, collage, or other pictorial presentation of the words (web page containing this assignment forthcoming).

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