Teach conceptually-related words It often makes sense to teach words not individually but in sets that are conceptually-related, for example words related to farms, words related to families, or names of different animals. Indeed, several research-tested techniques for teaching vocabulary are well suited to teaching groups of words.
Relate new words to known words Theory and research on vocabulary learning suggest that helping children relate new words to words they already know is very important (see citations throughout). For example, if a child knows the word fruit, and knows the word apple, these words can help children learn the word kiwi. If a child knows what it means to be mad, that may help him learn frustrated. Teaching children to use the context around a word to try to figure out word meanings can also be effective.
Expose children to words multiple times in multiple meaningful contexts Clearly, knowledge of a word is likely to be stronger after three encounters than after just one, and more thorough after encounters in multiple contexts than just one. Successful vocabulary programs have children encountering words repeatedly and diversely. As you well know, simply hearing or reading a dictionary definition for a word does not do enough to help children “get it,” nor does basic drill and practice. Rather, children need to encounter words in meaningful activities, conversations, and texts. Children need to live new words.
Enjoy words There has not been a lot of research on the relationship between motivation and vocabulary learning, but successful vocabulary programs seem to have motivational elements, and motivation or interest is a part of word consciousness. Certainly in our own teaching we have noticed that when children were more motivated to learn new words, they did so more readily, and we would guess that you have noticed this, too. We should strive to have classrooms in which words are enjoyed, relished, celebrated, even loved. Congratulations for all that you do to make that happen.
