Colorado Quality Standard 1: Word Studies
I use word studies frequently to teach new academic and content vocabulary. I ask students to locate the word in our reading, create an original sentence with the word, find a visual representation of the word, locate synonyms and antonyms, identify variations of the root word, and then present the word to the class. After all words are presented, I ask students to use the new vocabulary in a sentence of their own to demonstrate knowledge of the word, and formally test for mastery at the closure of the unit. I send the vocabulary list out to general education teachers in order to make them aware of the week’s words and enable them to use the words with these students and increase exposure to new vocabulary.
The word study model outlined above is an evidence-based practice used to teach vocabulary and thus increase literacy skills (Element D). Students must see words in varying contexts, representations, and forms to really grasp the meaning of the term. In addition to this, student presentation of the material solidifies the meaning for the student, and learning from peers is found to be influential and makes the lesson relevant (Element F). This practice also represents interconnectedness across content areas, as we focus on varying themes within my class and then share the vocabulary lists with my colleagues to increase student exposure to the words (Element E).
I have found that this practice greatly increases students’ knowledge of targeted vocabulary, as it is an in-depth study of the word and many ways in which it can be used. Students really engage in the practice because they get to teach their peers and are learning new material, which motivates students to do their best and show others what they have learned. I have learned that the vocabulary must be the correct level for the students, or they will be either bored or completely overwhelmed. In the future I hope to collect all of the word studies in one online location for students to access as a type of dictionary.
The word study model outlined above is an evidence-based practice used to teach vocabulary and thus increase literacy skills (Element D). Students must see words in varying contexts, representations, and forms to really grasp the meaning of the term. In addition to this, student presentation of the material solidifies the meaning for the student, and learning from peers is found to be influential and makes the lesson relevant (Element F). This practice also represents interconnectedness across content areas, as we focus on varying themes within my class and then share the vocabulary lists with my colleagues to increase student exposure to the words (Element E).
I have found that this practice greatly increases students’ knowledge of targeted vocabulary, as it is an in-depth study of the word and many ways in which it can be used. Students really engage in the practice because they get to teach their peers and are learning new material, which motivates students to do their best and show others what they have learned. I have learned that the vocabulary must be the correct level for the students, or they will be either bored or completely overwhelmed. In the future I hope to collect all of the word studies in one online location for students to access as a type of dictionary.