5 Steps for Intentional Vocabulary Practice
Research proves that when you have intentional and explicit vocabulary instruction, reading ability and comprehension increases. So the question is, how do you make your vocabulary instruction intentional and explicit?
I don’t know if this sounds familiar, but back in the day I would give my students their vocabulary list on Monday and turn around and quiz them on Friday without much in between. Even the quizzes were kind of basic since they were just matching. Looking back on it, I’m not really sure my vocabulary instruction did much to increase comprehension since it was strictly memorization.
Over the years I have added new layers in order to be more intentional and increase the rigor (and engagement!). These the 5 steps I use to teach vocabulary to my middle school students in about 10 minutes each day.
Day 1: Priming the Pump
In order to get my students ready for the definitions, I start off giving them sentences that have the new words embedded in them. They work in partners to try to determine the meaning of the word based on the context clues.
When they finish, I show them the correct definition for each word, an example sentence using the word, and an image or gif to go with the sentence. For me, I try to find images and gifs that are a little fun in order to make the lesson more engaging. Plus, combining the word with an image is proven to help the word and meaning stick.
Day 2: Moving and Grooving
Tired of sitting all day? Have some students that need to move? This engaging activity gets students involved, and is a great way to build connections between the word and the definitions.
Ground rules to make it happen:
Make up the motions ahead of time. They just need to connect to the definition someway. Check out the video for ideas.
Set the expectation that everyone will participate with voice and motions, no one will lean, and hands will stay off others. I always tell my students that I am 39 years old and be on my feet all day long, so they can do it for 5 minutes. Tip: Make sure the students say the word while they are doing the motion. Some of them just want to do the motion. Keep doing the same word until everyone does it AND says the word at the same time. Praise and acknowledge those who are being extra. They can even come up front to do it with you!
If you're able, get higher than the students. I always stand on a chair (which is totally against school policy 😂)
Keep it fast paced. I teach one word, add on to it, review those two, add another, review the three, add on, etc. until I get to the 7 new words for the week. This usually takes 5-7 minutes of instruction.
Smile, have fun, and bring the energy!! If you bring the energy and are not afraid of making a fool out of yourself, then they will do it. Even your too cool for school kids!
Day 3: Analyzing Meaning
On this day we go a little deeper with the words by exploring synonyms and antonyms. A fun way to do this is by playing a game called Write it, Pass it!
Get a whiteboard for each table/group, give each student a marker
Students write to vocabulary word in the middle of the whiteboard
Set the timer for one minute
The first student writes a synonym or antonym for the word, and passes it to the student on their right who will write a different synonym or antonym.
They will keep going around their group like this until the timer goes off.
If a student does not know a synonym or antonym, others in their group can give them ideas, but each student MUST write something.
When the timer goes off, they drop their expo markers.
The groups discusses and circle a word they think no one else has on their whiteboard. We call this their, “fancy schmancy word”
Go around the room and have each table share their fancy schmancy word. Write these words on the board.
If a group has a word that no one else has, they get 500 points. The points don’t really mean anything, but they love getting them. This also encourages them to play the game quietly so other groups do not hear the words.
You can give the winning group bonus points, candy, or bragging rights.
Day 4: Digging Deeper
At the beginning of the year, I have the students practice writing correct and incorrect sentences using the vocabulary word. I know this is not groundbreaking, but it is totally needed. This is a time that I get to walk around, see how they are using the word, and to correct any misconceptions.
When I first started doing this, I noticed students were riding the struggle bus and not really using words correctly, so I now let them work in partners so they can discuss the word, meanings, and how to use it correctly. They can also use the example sentences from the context clues and the vocabulary slides from day one as mentor sentences. If you want to make the activity more engaging, I suggest using Padlet! The partner groups can type their sentences and everyone can see them on their screen. This also gives you a good idea of where some of the common mistakes are so you can address it as a group instead of group by group. The mistake I usually find is they do not add a suffix like -ly or -ing so the word fits correctly in the sentence.
The first couple of times we do this activity, I pull one of the words from the week and do an example. I write something like It is precarious on the board. We talk about why this is not a good sentence and talk about what details we could add so the meaning of the word is clear. The rope bridge going over the rapids looks precarious since the rope holding the slats of wood together is fraying.
I also like having them write sentences using the vocabulary words incorrectly because it really makes them think about the meaning and how to switch that in a sentence. Plus, on their quiz they have to pick out how the word is used correctly and incorrectly in a sentence, so this gives them great practice.
As we grow throughout the year and become more experienced with writing quality sentences, we transition to writing short scenes using the words.
You can also encourage your students to use the words in everyday conversations! Have them share the next day what they said and how the other person reacted. My favorite is when a student says they taught their adult a new word.
Day 5: Quiz
Before the quiz, I give the students 5 minutes before the quiz to study with their table groups. I ask for last minute questions and then release the quiz on Google Forms.
The quiz is a combination of synonyms, antonyms, selecting a sentence that uses the word correctly in a sentence and incorrectly, and analogies.
Since I give them 7 words each week, I include 3 random words from previous lessons, so it encourages them to go back and review other lessons before Friday.
At the end of each quarter, I have them write a short story using 30 of the 56 words they learned that grading period. Most students love the opportunity to be creative. For the ones that struggle to get started, I give them a random setting (like a toilet paper factory) and if they need more guidance, a problem (someone stole all of the toilet paper from the warehouse). This usually jump starts their writing.
I rinse and repeat all year and before we know it, their vocabulary has grown by 200+ words!
If you’re interested in making your own lessons, you can use vocabulary.com’s 100 words middle schoolers should know and the texts you are reading to develop your vocabulary lists.
If you don’t want to stress or use a lot of your time time creating the lessons and activities, I have everything (vocab slides, activity sheets, and quizzes) done for you for the year! #yay
Two ways to Get vocab lessons for your classroom:
ELA Unlimited (free and ready to use for members)
TpT: Year long bundle
Let me know if you have any questions!
Keep rocking that classroom,
Savannah Kepley