Vocabulary Entry Instructions: A Strategy for ALL CONTENT AREAS

Vocabulary Page Instructions COVER.png
Vocabulary Page Instructions COVER.png

Vocabulary Entry Instructions: A Strategy for ALL CONTENT AREAS

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This is the vocabulary instruction page I give my students at the beginning of the school year. I assign them a set number of vocab "entries" to make in their Writer's Notebooks across each marking period, but I allow them to choose the words they want to study. I approach vocabulary from the philosophy that everyone knows different words; therefore, I do not like to assign "vocab lists" because students might already know the words on them. By allowing students to select their own words, vocabulary study becomes more organic and tailored to each specific student-- not to mention that it makes students responsible for their own learning. 

The number of entries I assign students varies based upon the level of the class. I might assign 15 vocabulary entires for an on-level class and 25 for an Honors class. 

This is an easy and effective way to hold students accountable for acquiring new language, and at the end of each marking period, students can swap Writer's Notebooks and peruse each other's vocabulary entries. They can also grade each other's entries by using classroom dictionaries to double-check word meanings and usage. It's an all-round win-win way to approach vocabulary instruction in the secondary classroom across ALL CONTENT AREAS, not just English.

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