You are fully aware that building vocabulary is a critical aspect of developing literacy but the way many teachers go about teaching it is terribly outdated and ineffective. Flash cards are ineffective. Memorization is useless. Matching tests and fill-in-the-blanks are weak assessments of vocabulary. The best measure of whether or not students have integrated new vocabulary into their schema is by using the word in classroom conversation. I always had some type of reward (like bonus points or even a piece of candy) that I awarded when someone used one of the vocabulary words correctly in a sentence. Always have all of the new words displayed in the classroom. As the year goes on, the list will grow. The reward is good for any word, not just the ones from this week. Soon, the students begin trying to figure out a way to answer in a way that uses one of our vocabulary words.

Consider writing a sentence on the board with the vocabulary word underlined and ask the students to try and figure out the meaning of the word using the context clue. For some reason, they like that much more than looking up the definition in the dictionary and writing it down to memorize. Allow students to play vocabulary charades or pictionary where they try to act out or illustrate the words. They have to know what the word means to do either. One of the best ways is to divide the words  among the students at each table group and make each student in charge of teaching 3 words to the other students. They have to introduce the word, talk about its meaning, use it in a sentence, and determine if the others understand the meaning. After they have all “learned” the new words and their meanings, then you can play games like Charades or Pictionary to demonstrate their knowledge. This engages every student and facilitates the integration of the new words into their existing schema. 

One strategy I have used successfully in teaching vocabulary over the years with PEC students is to introduce the word, and then have them write it, say it and spell it out in a sand tray or in shaving cream . This is a kinesthetic, auditory, visual and tactile approach to learning.  I then use the new word in a simple sentence and ask them to do the same. Many times, they will  use my sentence on the first attempt, which is fine. They want to be safe and give you the correct answer. Give a few more examples and then go to the next word. Before doing any of these activities, I have my students do “Thinking Caps”, a specific movement from the Brain Gym® menu of activities. Thinking Caps turn your ears on for hearing, listening and understanding what you hear. It is simple and very effective.

Pamela Webster, B.S., M.Ed., SPED