"Words, Words, Words" is all about vocabulary (if you didn't already work it out by the title), and Janet Allen presents this rather robust volume packed with strategies and lesson ideas. Allen begins by acknowledging the nebulous art of vocabulary instruction - in which it is mostly delivered in a skill-drill method - and many teachers' frustrations with this. The ever-present push for improved test scores often drives teachers to this method, believing that it is one way that will deliver results.
In short, no, this method does not work. Allen's research, presented early in the book, shows that vocabulary is best taught in context, accompanied by copious amounts of reading. The rather dry method of presenting a word list, and then sending children off to find the definitions of those words, will not ensure they learn the words. Further to this thought, they may be able to remember the word until the test perhaps, but won't learn the word. They haven't conceptualised the word and taken it to heart.
Allen provides a large number of strategies and lesson outlines, based on excellent suggestions for integrating vocabulary instruction into a busy classroom. Underpinning the suggestions is the idea of matching vocabulary instruction with reading. For example, pre-teaching words that may be encountered in a guided reading text, or shared text, is recommended, though forget the tell the definitions business. Allen provides excellent outlines and lesson ideas that encourage discussion among students about vocabulary, and enables them to interact with the words they are about to use - truly thinking about the words they know and can learn.
A tenet in this book is to encourage the joy of words and word play. Allen lists through a descriptive bibliography a large range of useful references for sharing this joy of words. It is important that students take these new words they encounter and work with them as they learn. Allen states, "words should be used in a meaningful context between ten and fifteen times". (Ch 3) This is supported by her research, that leads vocabulary knowledge through different stages. (Ch 2)
Allen quotes research by Nagy et al (1987) stating that "from 25 to 50% of annual vocabulary growth can be attributed to incidental learning from context while reading" (Ch 2), showing us the importance of reading in our learning environments, and lots of it.
Vocabulary instruction is an essential part of that literacy learning, and this book will help you to integrate it into your reading lessons.
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