Writer's Notebook Post #8

One of the primary texts we're reading for EDT 646: Content Area Reading & Writing is, not coincidentally, entitled Content Area Reading & Writing: Fostering Literacies in Middle and High School Cultures (Second Edition) by Norman Unrau (2008). This text focuses on lots of different aspects of reading and writing in all content areas, but the most recent chapter I read focused on developing vocabulary skills in the content areas.


As educators, we all know that vocabulary undoubtedly contributes to our students' knowledge of our different subject matters. Specifically in subjects like chemistry, math, physics, and social studies, the jargon in these subject matters is imperative to a student's reading comprehension in these areas. As a Language Arts teacher, I, of course, stress vocabulary instruction in my classroom (although it's never as much as I'd like). But, after reading this text, I am realizing that many other subjects neglect vocabulary instruction, and this can severely hinder their students' performances on statewide and national assessments. It could even hinder their students' performances on assessments such as the SAT and ACT, which are integral to their students' post-secondary instruction.



One point that Unrau mentioned that I highly agree with is the idea of student-motivated vocabulary instruction. Where possible, I believe that students should choose the words they study for vocabulary instruction (at least, in English and Language Arts classrooms). This makes vocabulary study more enjoyable for students, and this will result in more engaged and motivated students.



Now, I understand that for other subject areas (where there isn't really time for direct, extensive vocabulary instruction) that there is probably not time for students to vote on words to study. But, I do believe that the vocabulary instruction of the curriculum-aligned vocabulary words (whether they are scientific, mathematic, historical, etc.) should be taught in a motivating and engaging way-- and not just through rote memorization.



One technique I use (adopted from my mentor teacher in my department) is teaching the concept of "$1.00 words". $1.00 words are words with the most value. They are not trite, overused, or disposable, which, unfortunately, are the words that eighth graders tend to flock to. Then, I teach the concept of a 25 cent word, which would be words like pretty, beautiful, good, great, nice, etc. These words are overused and lead to ineffective, weak writing . Students are then asked to keep a Word Journal, in which they document difficult vocabulary words (of $1.00 worth) that they hear in CONTEXT in the real world. The Word Journal words can come from newspaper articles, television shows, conversations with friends and family, independent novels the students read, and/or texts from other academic classes.

Once students have gathered about three new vocabulary words apiece in their respective Word Journals, we come together as a class a vote on about 6-7 words to study per week. By studying only a few words per week, the students become extremely comfortable using these words in context AND in making word connections with these words (and others studied previously).

I am excited for the future of vocabulary instruction, because if Unrau's text is any kind of indicator, it seems like every content area is going to have a larger focus on vocabulary than currently exists.