Students should be required or encouraged to incorporate new vocabulary terms into their oral and written reports and presentations. Practice and repetition are important methods by which students can become familiar with new words and under- stand how they may be used correctly Laflamme, Students should be frequently exposed to the same words through practice exercises, classroom use, and testing.
Teachers should model an enthusiasm for and curiosity about new words through their own behaviors and attitudes.
Teachers who are enthusiastic about vocabulary development will automatically look for "teachable moments" throughout the day, pointing out interesting words as they crop up in texts, stories, or conversation; asking students to explore alternative ways of expressing concepts; and helping identify colorful, descriptive ways of speaking and writing. Schools, teachers, and students must be committed to vocabulary development over the long term.
The teaching of vocabulary must be an interdisciplinary project, integrated into the curriculum at every level. Sharing vocabulary-rich literature. Sloan explains that in her quest to help her students become better writers, she "went to the best source for teaching good writing: good books" p. By having students read or reading aloud to them books, poems, and stories that contain interesting vocabulary, teachers can both introduce new words and provide a forum for discussing them.
Helping students become aware of and look for interesting words. There are many different forms this can take. For example, students could pair up and look through books for words that catch their attention, then write down common words that the author could have used instead. Other methods include having students: write words they encounter on an "Interesting Word Wall" Sloan, Offering a variety of writing opportunities. The authors go on to note that students have a greater investment in their writing when they are given choices about their assignments.
Such choices may include journal or diary entries, weekly logs summarizing journal entries, book reports, outlines, poetry, autobiographies, short stories, or any number of variations on the above.
The teaching of writing should be approached as a process that must be studied in depth, and substantial blocks of time should be devoted to writing. When writing topics are chosen, students should meet with their teacher to discuss ideas and answer questions.
Writers should love words. There are simple words and complex words. I will often use a dictionary to look up the meaning of a word I see or hear, as well as using a thesaurus to find alternate words. Even the simple thesaurus in your word processor is handy for this. I feel that paying attention to words used around you is the best way to increase your working vocabulary.
If you are really into improving the number of words you know, you can use such vocabulary-improvement lessons as are in the Reader's Digest. A good vocabulary does not mean you know many long or difficult words. Instead, it means that you know how to express yourself so that the reader will understand your material. Sometimes is it necessary to use industry-specific jargon, but you still must make sure everyone understands what you are writing. Top-rated books on Fiction Writing.
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These cookies do not store any personal information. Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website. Divya Bhakta is a certified and licensed speech-language pathologist. Her special interests include pediatric language disorders.
Betsy Gerding is a nationally board certified speech-language pathologist in the Baltimore. She graduated with her Masters degree from Towson University and has worked in a number of private schools in the Baltimore-Washington area.
She specializes in working with students who have language-based learning differences, and is particularly interested in how language impacts reading, writing, and executive functioning skills. Ashley Clayman is a nationally board certified speech-language pathologist in the Columbia, MD area. She has prior experience working in auditory only, Cued Speech, and Total Communication programs.
In addition, she has experience working with a variety of articulation disorders and language disorders as a school-based speech pathologist. A certified speech language pathologist, Beth has worked in this field for more than 24 years. She specializes in pediatric speech language therapy. Beth has led workshops in vocabulary instruction, written language, technology and language strategies.
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