Think about the ways you learned new vocabulary and then throw that information away. Times have changed, and to be honest, some of the ways we were taught new vocabulary did not work. Research and student observations in our own classrooms give us all the information we need to change how we are teaching vocabulary.
One thing for sure, copying definitions is not the answer. I’m not going to lie; I was a victim of that strategy and also encouraged it until I learned better over 35 years ago. If you are a teacher and have asked students to copy the definitions and to memorize them for Friday’s test, you might have had students pass the test without ever really understanding the vocabulary or how to apply it. Forgive yourself and move on.
I have also learned that when students are asked to write the definitions, they generally write down only the first of what might be several definitions. In this process, they may fail to even select the vocabulary definition they need in context in their reading. Ok, now that you know copying definitions is not a strategy we want to use, let’s move forward with what does work.
Less is more. I remember with horror, my first few years of teaching sixth grade and attempting to follow the reading basal ( that I never enjoyed and always veered from…) which always had about 50 words for every story we taught. I didn’t know. I didn’t know. So what did I do? I had them copy definitions. (If any of my early former students are reading this, please accept my heartfelt apology.)
I did discuss the words and the more I learned, the more application of the words that I required. Hopefully, I didn’t do too much damage. Basals don’t really provide for much differentiation. Ok, as stated earlier, less is more. Select words that they really need to know. Briefly explain others in context and move on. Choose however many you feel are necessary and that can really be taught. Concentrate on these.
How do you teach vocabulary if copying definitions doesn’t get the job done? Start with giving background knowledge. Read the word in context. Ask the students to listen throughout the day for the words in other people’s conversations. Read definitions and have students paraphrase them. (Teach how to paraphrase.)
Another suggestion is to use the Word (or two) of the Day. Post these on your Word Wall. (Oh, a Word Wall is not just for decoration.) Refer to them throughout the day.
Try Vocabulary Bingo with the students. This is a really good Center if your classroom is “center-centered.” Pictionary works as well.
Give students a choice of several ways to learn the words. For those creative souls, have them write stories, poetry, or songs using the words.
Read aloud to students and stop to elaborate on vocabulary words and different ideas that need explanation. I have such fond memories of teachers that read to me. I loved reading to my students, also. Research supports reading aloud to students even into the college years.
I’m sure you have many other strategies that work, as well. Let’s use the research-based knowledge we have to ensure that our students are achieving at a level as never before. We must find a way to fill in the gaps. They are our future and worth every single effort.