Marzano has done a lot of research on vocabulary.  He focuses on academic
vocabulary, but to me, his work transcends all vocabulary.  You might want
to look at his findings.  Our district studied his work a couple of years
ago.  He has a "worksheet" students fill out when they are learning a new
word.  As they gain deeper understanding of the word they add to the
worksheet.  They gain deeper understanding through examples of use of the
word and through playing games using the words.

One thing that hit home was that writing definitions to a word does not
often lead to understanding.  If you can get students to understand the
"essence" and concept of the word, then it becomes one they understand.
We also found that often students could use the word in a sentence and still
not understand what it means.

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.  
-Robert Shaffer




On 9/17/09 4:24 AM, "Kelly Andrews-Babcock"
<kandrews-babc...@killinglyschools.org> wrote:

> I've always like having the students create a sentence using the word. That
> allows you to know if they truly understand the meaning of the word. Also
> gives you an idea about mechanics as well, which you can grade separately.
> Kelly AB
> 
> 
> On 9/16/09 10:59 PM, "reading" <readingwritingliter...@gmail.com> wrote:
> 
> Anyone have any advice on the best way to give teacher made vocabulary
> tests. I want it to be more than just matching definitions and was wondering
> what other teachers use as a vocabulary assessment.
> 
> 
> Thanks
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