Voices from the Middle - Volume 15, Issue 1, 2007

Michael Graves points out that it is only in the last 40 years that a rich base of theory and research about teaching and learning vocabulary has come into being. Grounding his article in this research, he lists some of the factors testifying to the importance of vocabulary and discusses what may be the most crucial fact about the task of teaching vocabulary. He then describes a comprehensive vocabulary program for middle school students.

While strongly endorsing a multi-pronged approach to vocabulary instruction, Moen takes pains to include and even emphasize work with English Language Learners. By adhering to the principles of A.C.T. (Access to texts, individual Choice of reading material, and Time to read), Moen finds myriad ways to make learning words a creative and social process that increases opportunities for practice and retention.

Word Links, an effective strategy for developing students’ vocabulary, is based on four principles. It provides contextual and definitional information; offers repeated exposure to words and opportunities to practice them; encourages students to think about relationships among word meanings; and involves active engagement in learning tasks. Yopp describes how Word Links helps students work through often-difficult subject matter texts and describes its special benefits for English Language Learners.

The authors, one a teacher–researcher and the other a literacy researcher, take on the daunting task of vocabulary instruction in a school with a socioeconomically diverse population. They have designed a literacy program that emphasizes vocabulary development and uses personal choice (for motivation) and scaffolded literacy strategies (for support) to instill a keen awareness of, and lasting interest in, words.

The editors place the subject of vocabulary teaching in a context of today’s classrooms and online environments.

Based on the belief that learning is deeper in meaningful contexts, Wilhelm makes a case for creating (authentically or simulated in the classroom) specific contexts that lead students into new identities, new perspectives, and new vocabulary. This is effectively accomplished by framing instructional units or curricular topics as inquiry, consciously studying academic language, and providing opportunities to talk, write, and reflect on the work at hand.

Lesesne gives us a glimpse into books that offer “signs” helpful clues, like illustrations, simple language, an insightful afterword that readers can use to predict, anticipate, and infer meaning.

Departing from the usual classroom stories, Kittle shares a particularly poignant story of a boy whose personal troubles spilled into school with life-threatening consequences. The incident motivated her to remind us that “this works is about knowing, and doing, and being strong enough for both.”

Many teachers, especially novice teachers, believe that teaching vocabulary is among their easier duties, but Shanklin makes a convincing argument that high-quality vocabulary teaching requires thoughtful preparation. Here she offers several sound techniques for engaging students with vocabulary in meaningful ways.

Ford introduces student reviews of books that push the boundaries of word usage—slang, reinvented words, shifting meaning—all things that can pique interest and inspire play with words.

Hayes recognizes the value of connections kids make when authors and settings strike a familiar note. She invites readers to participate in a new event at this year’s NCTE Annual Convention in New York City: The 21st-Century Literary Map Project gallery, where attendees are encouraged to examine affiliates’ literary maps, see digital or digital/print hybrid maps, and create literary maps of their own region or state. She also provides numerous online links to literary maps of all kinds.

Reviewed are: Naked Reading: Uncovering What Tweens Need to Become Lifelong Readers by Teri Lesesne; The Book Club Companion: Fostering Strategic Readers in the Secondary Classroom by Cindy O’Donnell-Allen; Books and Beyond: New Ways to Reach Readers by Michael Opitz and Michael Ford; Lenses on Literacy Coaching: Conceptualizations, Functions, and Outcomes (by Cathy Toll)

Research does not support the view that external rewards motivate students to learn. This column offers alternatives to reward systems, describing strategies that engage students and teach them lifelong habits of reading and discussion.

Johnston, a middle level steering committee member, describes the motivational value of the Promising Young Writers contest, and comments on the heightened impact of coaching on students who are preparing submissions.