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World consciousness is developed through explicit and engaging teaching of rich vocabulary words - synonyms and antonyms. Students should be immersed in the vocabulary and really experience it in order to develop world consciousness. I love how Mrs. Barker taught through classroom jobs and circle time - something students are passionate and engaged in. And can also replicate at home.

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The number one take-away is how important it is that the teacher actually be word-conscious if she aspires word consciousness in her students. To change the way your students think about and use words, you have to structure both incidental and intentional learning opportunities and they must be meaningful to the students. They will not want nor be able  to learn sophisticated vocabulary unless you access the semantic maps in their heads, starting at the familiar and connecting to the more sophisticate with long term meaningful practice opportunities. Great examples of practice include: Promoting adept diction,  fostering word consciousness in writing,  and exploring word morphology with students. But developing avid readers is about the best safety net for all!

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Word consciousness can be developed in classrooms many ways! Most of it revolves around the teacher by creating awareness of new words and modeling how to use those new words in daily conversations. There were so many great ideas in the articles on how to do this. By exposing students to new words and being excited about them is a great way to get students excited as well. I loved how one of the teachers took over a daily greeting job and used new descriptive words to greet the students.

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Word consciousness is developed in a variety of ways. By simply talking with our students and slowly adding in new words little by little will increase their vocabulary banks. Reading text aloud and discussing vocabulary words that we come across will also help. Everyday and every activity has an opportunity to build new and exciting vocabulary skills. It is our job as a teacher to expose our students to those new words and create an interest that will hopefully develop and shine through in their own writing and speaking.

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Word consciousness is developed through multiple avenues and continuously in word rich environments. Incidental learning promotes a deep understanding of words and word consciousness happens with repeated and diverse exposure, including making personal connections and connections to prior knowledge. An increase is word consciousness is directly related to the amount of time spent reading. It is said that in order for a student to maintain vocabulary they need 10-40 meaningful interactions with a word.

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Word consciousness is developed in many different ways. It can be specifically taught and broadened throughout the years. But it can also be encouraged by having students point out unfamiliar words that can be defined and used. Having some sort of display of the learned words would be helpful. Another thought I had would be to make a class thesaurus, where the students could see the words discussed and try to use more complex words than just happy, sad, etc.

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HOW to develop Word Consciousness:  Several ideas that were suggested will work well in my setting.  One is the use of commercially developed word games.  I currently use Scrabble, Apples to Apples, Catch Phrase, Mad Gab, Blurt, Taboo, Outburst, Scattergories, Boggle, and Pictionary to pique interest in words and engage students in word play.  I thought the idea of listing nouns and verbs that apply to occupations and then using those words in other contexts would be a great activity for our vocationally minded students.  I also thought that having students select words from their own experiences and then fostering a greater understanding of those words through poetry, encouraging analogous understandings, metaphor development, and alliterative and onomatopoetic expression would be a “back door” way of learning more words that my students may respond to.

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Word consciousness is developed through explicit teaching and daily normal communication activities. Schools and classrooms can encourage development of word consciousness by ensuring all parts of the school day and all areas of the school and all adults in the building are strategically focusing on what is said, taught, and displayed at all times.

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Word consciousness is developed by constant driving exposure to new words, ideas and dialect.  Time spent reading by oneself, reading in partner pair shares or within a small reading group can often mean the difference between understanding a word and it's meaning, and simply glossing over any unfamiliar word.

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Word consciousness is developed by students encountering words incidentally, through the orchestration of a thoughtful teacher, within  a context that gives meaning to new and increasingly nuanced vocabulary that students will then have an opportunity to  use and play with in authentic, real-life, situations.

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Word consciousness is developed by students encountering words incidentally, through the orchestration of a thoughtful teacher, within  a context that gives meaning to new and increasingly nuanced vocabulary that students will then have an opportunity to  use and play with in authentic, real-life, situations.

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-Leah Sizemore

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Word consciousness is developed by teachers being deliberate and intentional about the words they use. At the beginning of the year a teacher might use easier words and work their way through a more interesting choice of words as the year progresses. Creating a word-rich environment is also key in creating word consciousness. Allowing students to choose the words they want to learn more about also helps build word consciousness along with intrinsic motivation since it is a word they want to know more about.
-Amber Duvall

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To develop word consciousness in our students teachers must do so deliberately, consistently, and enthusiastically while engaging students in appropriate activities that develop a students interest in words. Students should want to know what the words mean, how to use them, where they come from, and to have fun with them!

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Word consciousness is developed in students by the deliberate, focused effort of teachers to use and teach (both implicitly and explicitly) "sophisticated" words, relationships between words, and shades of meaning in a way that is connected to students' prior knowledge and personal experience, invites their personal choice, and provides frequent exposure. 

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Word consciousness is developed in students by the deliberate, focused effort of teachers to use and teach (both implicitly and explicitly) "sophisticated" words, relationships between words, and shades of meaning in a way that is connected to students' prior knowledge and personal experience, invites their personal choice, and provides frequent exposure. 