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How do we teach spelling along side vocabulary ? Should we not focus on useful words rather than ten words with the same spelling pattern, 5 of which may be very low frequency eg pail !

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How do we make vocabulary fun and engaging? What is the role of games as amotivator?

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Why do schools not make greater use of bilingual dictionaries ? Great way to increase independence

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How do we give students sufficient exposure to new vocabulary ? Need to see and use word up to 15 times to really know it.

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1. How much new vocabulary have they acquired
2. How good are their strategies for acquiring new vocabulary

Regular sessions where they reflect on the strategies and processes

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Elementary 10 words a day (double a native speaker).
Secondary: 15 a day
(3 times a native speaker)

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Students choice but from a controlled set of materials.
Do not kill off the fun by making them write book reports or answer comprehension questions. Verbal responses with a partner are much better.. what did they like ? Why ?

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Use of a good picture dictionary with 1000 to 2000 words good place to start. Need partner help to pick up pronunciation. Bilingual dictionaries a powerful tool. If need to use dictionary to often then text is to hard. Make sure they try to use contextual clues and only resort to dictionary if feel very unsure.

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Understanding of Latin/ Greek roots and how we use prefixes and suffixes- fast track vocabulary acquisition

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Crucial skill increases independence and acquire new vocabulary more efficiently. Teacher should model regularly and students explain their reasoning.

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Use of gap fill exercises encourages use of context clues. Beginners give correct form of word to select. With higher level students then the word form may need changing as this is a higher level task and requires great grammatical knowledge.

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Teachers work together to draw up key vocabulary fpr subject area and grade level. These 30 words are prominently displayed and revisited throughout the year.

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Effective but students must understand 90-95 % of vocabulary
Top Tips: Focus on general academic words and marker words .

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High frequency words. Top 100 nearly all anglo saxon in origin. Short words and relatively easier to learn. Lower frequency words are useful in academic context and are mainly latin in origin.

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Knowledge of related word forms can help reduce the burden of learning new vocabulary:
eg run - running

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Receptive always bigger
Receptive words we can understand in context
Productive words we can use appropriately

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On entering kindergarten average native speaker will have 1000 words. Average students would add 1000 new words each year so beginner ELL student entering at 7 or 8 has a lot of catching up to do ! How best to do this ?

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Research confirms what may seem intuitive: the more words students know, the better they perform on reading comprehension tests.