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For my secondary T friends, how do you teach vocabulary in a way that students learn the words (by learn I mean can use them 3-4 months later in writing or speech)?
I am a FAN of the Beck, McKeown &Kucan method for vocab. I recommend this book to ALL teachers I coach and have worked with: https://www.amazon.com/Bringing-Words-Life-Second-Instruction/dp/1462508162
Several years ago, my district ( @ClarkCountySch) presented a PD session that completely changed how I thought about and taught vocab. Inviting @AriesSun to add her thoughts (we were co teachers 
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First, I had to be very careful about the words--at the time we were counseled that Ss could really only LEARN X amount of words a year, which equated to bout 6-7 words a week. And, by learn, I mean: can use naturally in speech and in writing, and can use a year later
So, the number of vocab words a week dropped drastically. The MAX was 10, and rarely did we get to 10. Why? I wanted Ss to LEARN the words
Then the question of--which words do you want them to LEARN?
1. Words that are multiple meaning
2. Words that are found more often in writing than in speech
3. Words with high utility across content areas
Words like: derive, obsolete,conspire, focus
1. Words that are multiple meaning
2. Words that are found more often in writing than in speech
3. Words with high utility across content areas
Words like: derive, obsolete,conspire, focus
(Note--there were some words I didn't want students to LEARN, but I needed them to know the meaning for the text we were working on at the time. Diff. straegy for those words)
So, with the chosen, coveted 6-7 words per week, I spent time teaching the words--which involved Ss interacting with the words in different ways and in different spaces.
Sometimes I pretaught words, sometimes not. That depended on how much context was available
Sometimes I pretaught words, sometimes not. That depended on how much context was available
On the first day, Ss were introduced to each word & definition, and we did a choral reading as a class. We would all read the word aloud, then I would give Ss 4 scenarios. 2 or 3 of them would apply to the word, 1-2 would not.
SAYING the word aloud was CRITICAL. My 8th graders hatted it at first and thought it was cheesy, but by the 3rd week and having a consistent protocol, they got with the program :)
Oh, also important: I gave Ss student friendly definitions (no more look up the word and write down the definititon. At worst, that strategy is ineffective and leads Ss to definiitons that are not helpful AND they don't remember the def)
Example: industrious.
Why I would teach this T2 word:It's a word commonly found in print, & Ss are likely to see it in English, social studies, maybe science, and possibly skilled trades classes. This is a word they'll have frequent interaction with, so it makes sense to LEARN
Why I would teach this T2 word:It's a word commonly found in print, & Ss are likely to see it in English, social studies, maybe science, and possibly skilled trades classes. This is a word they'll have frequent interaction with, so it makes sense to LEARN
Student friendly definition
Industrious: hard-working.
We all say the word together when it's first introduced
Industrious: hard-working.
We all say the word together when it's first introduced
Then, 4 scenarios. I read a scenario aloud. If the scenario fits the word "industrious," say "industrious." If not, stay quiet.
That's literally what I said to my Ss
That's literally what I said to my Ss
S1:
After a violent thunderstorm, a group of plumbers work very hard from 2:00 pm until midnight to make sure the entire city doesn't flood.
If this is industrious, say "industrious." If not, say nothing
After a violent thunderstorm, a group of plumbers work very hard from 2:00 pm until midnight to make sure the entire city doesn't flood.
If this is industrious, say "industrious." If not, say nothing
S2: A cat wakes up, stretches, walks lazily to the kitchen, eats, then takes a nap on the sofa in the sunshine.
If this is industrious, say "industrious." If not, say nothing
If this is industrious, say "industrious." If not, say nothing
S3: A chef needs to make extra money, so after she works in her restaurant all day, at night she comes home, learns to sew, and opens a clothing boutique on the side.
If this is industrious, say "industrious." If not, say nothing
If this is industrious, say "industrious." If not, say nothing
You get the idea. For each of the 6-7 words, Ss got a student friendly definition, examples and non-examples (which are really important), opportunities to interact with the word orally.
Students write each word, the definition, an example of their choosing, a non example and draw a picture if they want.
Day 2: Word game of some kind. Ss work in pairs and might answer questions like this:
What is something an industrious person would do? What is something an industrious person would not do?
What is something an industrious person would do? What is something an industrious person would not do?
