Rationale
Wordly Wise™ is a very solid vocabulary program. I was able to introduce fifteen words most weeks while I was teaching Humanities. The prescribed WW homework exercises each week were steady and predictable, with slight variations. When time and good behavior permitted, there was a review game on Fridays. Quizzes were on Mondays, allowing for review over the weekend. Whenever possible, though, I tried to present the words in a different light. I have compiled here a sample of several review games that I created to prepare my students for the first Vocabulary Test, which reviewed the first 60 words from the first 4 lessons. On the next page, I have included a lesson which demonstrates my philosophy of teaching. It is a 15- vocabulary word lesson that I developed from Eloise Jarvis McGraw's work of historical fiction, The Golden Goblet. These artifacts, I believe, show my love of language, but also my ability to teach vocabulary in ways that bring it to life for my students.
Wordly Wise™ is a very solid vocabulary program. I was able to introduce fifteen words most weeks while I was teaching Humanities. The prescribed WW homework exercises each week were steady and predictable, with slight variations. When time and good behavior permitted, there was a review game on Fridays. Quizzes were on Mondays, allowing for review over the weekend. Whenever possible, though, I tried to present the words in a different light. I have compiled here a sample of several review games that I created to prepare my students for the first Vocabulary Test, which reviewed the first 60 words from the first 4 lessons. On the next page, I have included a lesson which demonstrates my philosophy of teaching. It is a 15- vocabulary word lesson that I developed from Eloise Jarvis McGraw's work of historical fiction, The Golden Goblet. These artifacts, I believe, show my love of language, but also my ability to teach vocabulary in ways that bring it to life for my students.
Reflection
A teacher needs to have both an understanding of and enthusiasm for the subject they teach. According to this logic, a sixth grade Language Arts teacher should feel the same way about words as a stone mason feels about rocks.
The acquisition of vocabulary is an overarching task and a high priority for middle school students. Many studies have proven that there is a need for students to have broad vocabularies. Beyond school, it has also been shown that successful individuals in every field of work and study have large vocabularies.
The correlation between the effective use of language and higher achievement has been made clear, but the most effective method of teaching vocabulary in middle school remains a controversial topic.
All agree that the surest way to an extensive vocabulary is through extensive reading. However, attitudes about Language Arts in middle school vary, and bookworms generally constitute a minority. It is my belief that a culture of curiosity must be created around “fancy” words if they are to have any chance of sticking with the non-bookworm population. To this end, I try to steep my students in a sea of new words by “spicing up” my word choice while teaching. I know I am doing this effectively when my students regularly stop me to ask for the definition of the words I use. I knew I was on the right track this year when one class labelled me “Mr. Big Words”. It is my aim to design vocabulary lessons that highlight the words I would like my students to learn. These words should be spotlighted from various angles so they stand out, and should be heard regularly so they sink in.
The acquisition of vocabulary is an overarching task and a high priority for middle school students. Many studies have proven that there is a need for students to have broad vocabularies. Beyond school, it has also been shown that successful individuals in every field of work and study have large vocabularies.
The correlation between the effective use of language and higher achievement has been made clear, but the most effective method of teaching vocabulary in middle school remains a controversial topic.
All agree that the surest way to an extensive vocabulary is through extensive reading. However, attitudes about Language Arts in middle school vary, and bookworms generally constitute a minority. It is my belief that a culture of curiosity must be created around “fancy” words if they are to have any chance of sticking with the non-bookworm population. To this end, I try to steep my students in a sea of new words by “spicing up” my word choice while teaching. I know I am doing this effectively when my students regularly stop me to ask for the definition of the words I use. I knew I was on the right track this year when one class labelled me “Mr. Big Words”. It is my aim to design vocabulary lessons that highlight the words I would like my students to learn. These words should be spotlighted from various angles so they stand out, and should be heard regularly so they sink in.
Visual Vocab
Played competitively in groups. Each group has a Wordle™ (below right) at their table. An image from the PowerPoint (below) is projected at the front of the room . The first group to squeeze their squeaky toy has 3 seconds to produce the correct answer. The group with the most points at the end of the game wins.
Played competitively in groups. Each group has a Wordle™ (below right) at their table. An image from the PowerPoint (below) is projected at the front of the room . The first group to squeeze their squeaky toy has 3 seconds to produce the correct answer. The group with the most points at the end of the game wins.