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Volume 10 | Issue 21 | July 9, 2015
A. S. Byatt wrote, "Vocabularies are crossing circles and loops. We are defined by the lines we choose to cross or to be confined by." Word knowledge expands the spheres of our students' content understanding and overall school success. How do the best teachers broach this vast and influential skill? In this issue, find out how those crossing loops of words ripple wider as a result of multiple, meaningful exposures over time.
David R. M. Saavedra
Students need 12 to 20 meaningful exposures to a new word to incorporate it into their working vocabulary. That may sound daunting, but this guide breaks down the words to teach, the interactive activities to teach them, and the routines that will help sustain long-term acquisition.
Starting reading habits at a young age either propels or stymies word knowledge. So what can you do to help vocabulary growth for the 10th grader who doesn't like to read?
When we first learned words as toddlers, exposure, exploration, examples, enthusiasm, and associations helped us create clues to make meaning stick—or at least make it easier to retrieve.
This strategy for word learning gets students to think inductively and make generalizations about what words mean based on their characteristics.
Brianna Gray and Jake Rosch
Using a strategy from Talking in Class, students work with academic vocabulary in a math classroom. In teams of two, students use math terms to guide each other in creating a geometric picture.
Josh Patterson and Ashley Roberts
Project-based learning (PBL) provides the framework for word knowledge to thrive. With PBL, students read deeply and for a purpose, create their own reference tools, and speak and write as experts on a topic.
Copyright © 2015 by ASCD
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