Vocabulary and Word Study

by Karla Hieatt Bisig, Wilmington High School, Wilmington, Ohio

As educators, I think we can all agree that words definitely impact our daily lives. Whether it is a lighthearted jab taken too far or an intentionally cruel comment, words can bring tears to our eyes and sadness to our hearts. Likewise, words can be encouraging sources of comfort that provide solace in times of need.

Yet, do our students understand the power of words? In my experience, a large percentage of children do not truly understand the ramifications of what they say to one another. Likewise, many of our students seem oblivious to the fact that making certain statements can be empowering.

So we have a problem: Many students do not seem to realize the impact or importance that words have on their daily lives. The tricky part is to find a solution. How might we, as teachers, help our students uncover the truth behind the power of words? This is where vocabulary and word study become important.

I will be honest. I abhor teaching vocabulary. Perhaps I have been subject to one too many "Here is a list of vocab words. Look up the definitions in the dictionary; memorize the definitions. The quiz will be on Tuesday"-type lessons. I mean, really, how many of us honestly remember those long, drawn-out definitions word for word? If anything, most people remember those definitions for the quiz and then purge them from their minds as quickly as possible. On occasion, the information might make a return for the final examination. In my high school experience during the mid-1990s, rote memorization of vocabulary predominated, regardless of subject matter. Teachers across all disciplines would have "ID checks" or "chapter term quizzes." Even though the practice is diminishing somewhat, witnessing my students furtively glance at vocabulary index cards leads me to believe that the practice is still alive in many classes.

Could this be a reason that children do not see the impact words have? If definitions can be regurgitated and then left without a second thought, what type of message does that send? Please understand that I am not calling for an outright ban on the rote memorization of vocabulary word definitions. Every teaching practice is valuable--in moderation. Moderation is the key in all that we do. Plus if vocabulary is taught in only one fashion, how many different types of learners are we neglecting?

Whenever we begin a novel in my sophomore English classes, my students undoubtedly grumble just a little. Some of the students are waiting for the dreaded vocabulary lists. Even though I assure them from the start that I do not plan on giving them a traditional vocabulary list, most of the kids remain skeptical and just wait for me to go back on my word. Once we get into the novel and they realize that I do not intend to deviously whip out ten words per chapter for which they need to find the definitions, confusion sets in. After listening to me repeat, "It's not necessary that you understand the technical, or dictionary, definition of each word to understand what is going on," students think they are getting off easy.

However, my students do practice and learn vocabulary every day. Some of my vocabulary insertions are less obvious than others, but I think they are equally effective. While my methods are hardly earth-shattering or unique, I find that these simple practices serve their purpose and free up time I can utilize in other aspects of my lessons.

While they are reading on their own, I encourage students to mark words, phrases, or passages they do not understand. The next time we meet as a class, we spend a few minutes going over the confusing aspects of the selection. Usually, the students are pleasantly surprised to find out that many of their notes overlap. Using a combination of class discussion, context clues, and the summarization of key ideas, students move on to the next portion of the text with a clearer understanding of what they have previously read. This method is seemingly low pressure for the students. I encourage them to participate, and I collect their lists and class notes on occasion for a quiz grade. Since the students are not being singled out, they are likely to honestly participate.

Another, more structured, type of vocabulary lesson I teach is "before, during, and after." Prior to reading, I give the students a few words and ask them to jot down what they think the words might mean. Then, while they are reading, the students use the text to help them make an informed guess about what the words really mean. At times, I ask the students to explain briefly, in writing, how they arrived at a particular definition. Finally, after we finish reading, students can double-check their definitions in the dictionary. If the "during" and "after" meanings do not match, I ask the students to go back into the text and find the appropriate context clues that would have helped them create a more accurate definition.

Regardless of what vocabulary-strengthening method we are using, context clues are at the core. I have found that if students are able to use context clues effectively, the students naturally increase their vocabulary. Giving students the permission and the skills to dissect a text, to look for its meaning, is empowering. For example, showing them how to understand comparisons, descriptions, or restatements within a text can prove to be a lifesaver for a child. Building and strengthening vocabulary in this way can give the students control over their learning and serve as a confidence booster; after all, everyone feels great after figuring out something!

The hope is that if we make vocabulary more approachable, students will see it as something that should not be feared. Rather, words can have meanings, and these meanings can be understood in a variety of ways. Perhaps this is one tiny way we can help our students understand that, yes, words are important--and important items impact our lives.

Karla Hieatt Bisig is a high school teacher in Wilmington, Ohio. Before working at Wilmington High School, she spent four years teaching at Walter E. Stebbins High School in Riverside, Ohio. Bisig serves as the liaison for the Ohio Council Teachers of English Language Arts (OCTELA) and the Affiliation of Tech Prep and Academics (ATPA). She can be contacted at karla.bisig@wilmington.k12.oh.us.

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