‘The word rich get richer, but the word poor get poorer.’ pg 18
Reports about the vocabulary gap continue with concerns that low literacy levels may affect academic achievement.
Vocabulary is considered a significant factor where GCSE attainment is concerned, especially in mathematics, English literature and English language. But it is important that students receive a broad and deep vocabulary in all subjects to ensure they are well-equipped for the demands of examinations as well as experiences beyond education.
Reading in Geography may take a different approach compared to English, but providing a broad and deep geographical vocabulary is essential for students to understand various concepts and theories in a greater depth.
Throughout this book, the author explores what teachers need to know about reading, academic vocabulary, spelling as well as practical tips for closing the vocabulary gap.
Some tips I thought beneficial for us geographers were:
No 1. Infusing vocabulary into reading-writing
Provide time for students to become familiar with a new word, in order to fully understand it. You may get students to explore the root of the word, the context in which it is used or even draw an image linked to its meaning.
2. Consistently model the use of more sophisticated language, including subject specific vocabulary
3. Choice of vocabulary
Consider the vocabulary you wish to use in lessons, as well as those included in textbooks and resources, linked to a three-tier hierarchy (see below).
The teacher may wish to pre-plan words that need clarification, pre-teaching and highlighting as students read, in order to build up a subject specific tier 3 glossary (if desired).
Personally, I ask students to highlight subject specific vocabulary in their books, whilst asking them to draw an image linked to its meaning as well as writing a short definition below it. When students, are then, asked to revise/look back through their books these subject specific terms will be easier to find.
4. Spelling mistakes
Reduce the time correcting spelling mistakes, and instead increase time spent on teaching words, their meaning and spelling patterns.
For example when I introduce students to the term environmental, I emphasis ‘RON’ (referring to this mnemonic as a person) whilst including a small stick-man illustration to encourage the correct spelling. This is a particular favorite amongst my KS3 students.
5. Word walls
Word walls are great to refer to in lessons, especially when the words are accompanied by images. However it is important, like any display, to consider its purpose. If you do not think a word wall will be consistently referred to, or perhaps you teach in different classrooms throughout the day it may be best to avoid this idea.
6. Encouraging the use of subject specific, visual, dictionaries
At the back of my classroom, I have a dictionary corner with subject specific dictionaries (previous blog post) as well as standard dictionaries.
Students can access these resources at any point during the lesson if they wish to check/double check spellings or definitions.
Mrs Geography 