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When I attended the recent CRLA conference in Salt Lake City, I attended a fabulous session on teaching vocabulary presented by a professor from Kent State University (I am sorry that I cannot locate her name right now; perhaps someone else can supply it.) Anyway, after presenting the most recent research on teaching vocabulary, she offered several practical applications. One idea was to have students make DAM cards. 1) Define the word on one side of the card. 2) Apply the word in a relevant way for the student on the other side. 3) Make connections with another idea or class. Also, you can ask the student to draw a picture which will act as a trigger for the word's definition. I tried this when I returned to my campus and it was great. Vicki Lefevre Ohio Dominican University -----Original Message----- From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Pamela Krueger Sent: Monday, November 29, 2010 1:54 PM To: [log in to unmask] Subject: Re: Question on teaching vocabulary I agree with the person who mentioned that the best way to increase reading vocabulary is by reading. In addition, a very quick way to increase vocabulary is to learn Latin root words, prefixes, suffixes, and Greek word parts. These types of words make up a very large percentage of words in English and are the types of words found in textbooks. There are many books that outline which word parts are the easiest and most valuable to teach first. Pam Krueger English Learning Assistant, Adjunct Instructor Bismarck State College PO Box 5587 Bismarck ND 58506-5587 701-224-5615 -----Original Message----- From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Donna Hill Sent: Monday, November 29, 2010 11:04 AM To: [log in to unmask] Subject: Question on teaching vocabulary Our vice president in charge of Adult Ed forwarded me the following email asking if I had any suggestions. He'd like to set up some type of professional development for his instructors on teaching vocabulary. Anybody have any ideas? >> >> Blake, It is an observation with our students, they do not have the VOCABULARY knowledge when studying for the GED test's Science, Social Studies & Language Arts, Reading sections THEN, those that are preparing for the COMPASS test. They come across words that they just do not know. For example, these come from the PE version of the Practice Test: melancholy constituent immobilized hybrid abolitioist tolerance effacement prospective Is there a system for teaching vocabulary/lists of suggested-words-one-might-need-to-know for high school/college level?<< ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask] ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask] This message may contain confidential and/or proprietary information and is intended for the person/entity to whom it was originally addressed. Any use by others is strictly prohibited. ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]