One of the strands of my GCSE writing intervention has been vocabulary building. In fact, students really enjoyed looking up the ‘A* words’ I gave them. Simple pleasures… or straightforward gratifications if you will!
I’m not sure we do enough explicit vocabulary-building work. This is something I am looking to build into our schemes of learning. I’d be interested in hearing how other schools have done this.
I’m currently designing some posters with a selection of A* words to encourage pupils to consider their vocabulary and we will be launching a ‘Word of the Week’ scheme next term.
In our GCSE Writing intervention lessons, we shared a list of ‘ambitious’ vocabulary. 106 words Pupils were challenged to look up ten of the words and use them in sentences. With my groups, I then used these words in various ‘exit pass’ activities. Pupils were challenged to focus on five words and, in the words of my old English teacher Mrs Rough “make them their own.” I would’t let them leave the room until they’d used one of the words in a sentence. No repetition of sentences was allowed. Other variations on this theme included me demanding definitions of their focus words on entry and exit to my room.
Has it translated into improved performance in the GCSE Writing paper? Only time will tell, but it was a fun activity to do and pupils seemed genuinely surprised at the amount of words out there that they had never read or heard of before.
This is what makes me think I need to make vocabulary building an explicit activity with all my classes.
All help/ideas gratefully received!
(I will be adding ideas the good folk of Twitter share with me, as I have posted this on my Twitter feed.)
@ramtopsgrum: use a “banned words” wall. I ban: it, thing, like, stuff, youknowwhatImean, undefined pronouns etc. Answers have to be rephrased without these.
@yesiamemmab: even though I teach year 4 I use a ‘criminal words’ system for words such as ‘nice’ , ‘walk’ etc..
@KerryPulleyn: Geoff Barton has a long list of sophisticated vocab on his site. You could have a look at this.
@teacherTonytips: I get them to use 5 new words they have never used before in each piece of creative writing. This helps a lot.
@andrewmillar72: Big fan of ‘what goes in comes out’ mantra. Stress private reading, provide high level texts & model vocab in own speech.
@kevbartle: Has to be modelled by teachers. No dumbing down in SoWs. High level, subject-specific, technically accurate vocal from Y7. Must be embedded in the teaching. Everyday from the moment they arrive till the day they leave. Actually, really high level vocabulary is an equaliser between kids with high and low prior attainment.
@commaficiando: Specific vocab leads to specific ideas and thoughts and understanding what, for example, pathetic fallacy means is no harder than getting what ‘lemon’ means.