4 Steps to Building Vocabulary

Vocabulary development can be such a challenge. Just with all other aspects of learning in a classroom, there are vast levels of development and the gap between the lowest and the highest can feel like the Grand Canyon.

But, regardless of how many groups you have, what their needs are, or how much time you have, the following four steps will lead to better vocabulary development.

Before you begin, designate a place for the students to see the words displayed. It can be a bulletin board, on a vocabulary card, an individualized glossary. Whatever you decide, get the words in a place where the students will be able to see them and access them later on for practice.

If you do choose to put them on a word wall, I recommend a Parts of Speech Word Wall. You can read about how I organize my wall here: 
Word Walls for Big Kids


1. HEAR the WORDS
Talk to your students. Designate a few minutes a day where students have an opportunity to hear the words in context and through conversation. Encourage them to locate the words on the wall. Or, have them tell you under which heading the word is located. At times, I also incorporate a gesture or movement that fits the word.

2. SAY the WORDS
New vocabulary is a challenge; when there are more than two syllables the challenge increases even more. But before I expect students to read or write new vocabulary, I give them plenty of chances to hear and then say the words. Have students talk to you and their peers about the words on the wall. What do they remember about them? Do they notice any patterns? Are there words repeated on the board? (It is especially fun when homonyms make it up on the board!) Each time a student has an opportunity to use new vocabulary correctly in conversation, they are building a solid foundation of understanding.

3. READ the WORDS
At the beginning of a new unit, students receive a 5-Square Graphic Organizer that has the newest words on the word wall. I give the students this organizer right at the beginning while still in the Hear the Words step. For some students, having a tangible place to visually connect to the words is helpful. Oftentimes, students will keep their organizer close throughout the unit and use it as a reference guide. 

4. WRITE the WORDS
Once the first three steps have been repeated often and fairly mastered, students will then have opportunities to write the words. Students can work individually or in pairs/small groups to make and break the words. 
You can read about those activities here: 
3 Ways to Use a Parts of Speech Word Wall

As we reach the end of the unit, or when students feel most comfortable with the topic, I invite them to add words from the text to the Word Wall. This final piece to building vocabulary is so rewarding. There are no "wrong answers" and the students have an opportunity to truly engage in collaborative discussion and decision-making. And, they really get a kick out of seeing words written in their own handwriting!

You can see the satisfaction in their faces when students have an opportunity to add to the Word Wall. It is no longer a landscape of emotionally detached jargon. Rather, it becomes a living, breathing entity in which each student holds a piece of ownership and pride.