Teaching vocabulary expeditiously: Three keys to improvising vocabulary instruction.

Smith, T. B. (2008). Teaching vocabulary expeditiously: Three keys to improving vocabulary instruction. English Journal, 97(4), 20-25

This is one of those short but useful “how-I-did-it-in my classroom” articles from an experienced teacher who has recently made the leap into teacher education. Smith shares a few good activities based upon William E. Nagy’s “three elements that are essential to an effective vocabulary program: integration, meaningful use, and repetition (p. 21).” He described his conversion from traditional vocabulary instruction (long lists of words to be looked up on Mondays, and a quiz on Fridays). Interestingly, he describes how his informal observations of another teacher who used high level vocabulary in authentic situations led to an examination of his own teaching and, subsequently, his “conversion.” This shows a positive teacher disposition; Smith observed other professionals, used the input to reflect rather than becoming jealous, and improved his practice.

I wish this article had gone further, but the few strategies specifically suggested look good, especially the two for which actual examples are provided (Fig.1 & Fig. 2).