How to Implement and Sustain a “Building” Vocabulary Program for Grades 9-12. Bob Alexander, 9-12 ELA Consultant 

Recently, an increasing number of colleges and universities have started the process of moving away from the SAT as a necessary component for school admission. While that may indeed be the trend, for now and at least into the distant future, the SAT is still the “Big Man on Campus,” and a primary component of success on the Verbal Sections of the SAT is vast vocabulary recognition and knowledge at lightning-fast speed. Some would argue that, to a large degree, the SAT is essentially a test of vocabulary knowledge. With this in mind, English teachers should be cognizant of the need to implement a “Building” vocabulary program, ideally starting in the middle grades, or at least by the 9th grade. 

What is a “Building” Vocabulary Program? Overview:  

A “Building” Vocabulary program is one that begins at the start of the semester and continues until the end of the semester. Ideally, this type of program is characterized by structure, consistency, and accountability for all students to learn all words and definitions from a list of 200-250 SAT words gleaned from the Princeton Review’s “Hit List” of the 500 most frequently used words in the SAT Critical Reading and Writing sections. Knowledge and accountability for these words and definitions should extend to another 200-250 words in the next English course, while still holding students accountable for words from the previous English course list. In addition, “Building” also refers to the style of assessment in which knowledge of the words is measured. During weekly assessments, students are required to demonstrate knowledge of all prior words, as well as the knowledge of new words for the given week. By semester’s end, students can expect to be assessed on all 200-250 words during any given vocab assessment. 

The Program’s “How To’s”  

Access the 1st vocab list. This list was originally hand selected from the Princeton Review’s Hit List. These “chosen” words were ones that seemed to occur in the highest frequency in readings and texts. It can be accessed under the "SAT/Grade Level Vocab List" tab on the site menu to your left. Make this list available to your students, both in hardcopy and, if possible, online as well.

Procedures: 

• For the first quiz, assign the first 20 words on the list. Students are responsible for correctly spelling the word (1 point), and the correct definition (4 points). Students may use one of the two or more definitions provided. The first quiz represents the largest block of words students will have to learn at one time during the semester. You can accept an alternative definition if you so choose, but it is recommended that you hold students accountable for the listed definitions. This will reduce chaos and confusion when grading the quiz.

• Quiz students once a week. The normal time allotted for a quiz of this nature, both taking and scoring, is between 15-25 minutes. Have students number 1-20, and call out the words first. During this time, students should concentrate on correctly spelling the words. Check for any repeats, and then set students loose to define the words. Assess progress via “walk-arounds,” instructing students to turn their papers over when finished.

• Score quizzes in class, either by having students grade it themselves or by exchanging with a partner. A suggestion to facilitate this process involves allowing only red pens and the quiz paper in view or on the desks during the grading. Spell the word and provide the definition(s), stopping after every five words for any clarifications or repeats.

• After the scoring the quiz, assign students the next 5 words on the list, and review pronunciation and definitions. The “Building” aspect begins here as students are reminded of their accountability for the previous words.

• For the second quiz, begin by calling out the new words first, followed by 15 words from the previous quiz. A suggested practice here is using the new 5 words, the last 5 words, and then a mix of 10-15 from the previous words. This way, students do not have to make up the quiz, but rather, you can double their score since the words they missed are on the current quiz.

• Repeat the process each week. Students will discover that success hinges not on memorizing, but rather on learning the words, five at a time after the initial block of 25 words. As a summative assessment for the grading period, consider making the last quiz a “Test” and, rather than add any new words, quiz them on every single word up to that point. Remember to factor in the extra time for this summative assessment needed as the list grows.

Benefits 

A “Building” vocab program such as this can be highly beneficial to students in English courses of all levels. The high frequency usage of the selected words will pay dividends as students experience all types of texts and assignments. In addition, as a timed activity, students practice the quick recognition and recall skills necessary for success on timed standardized tests such as the SAT and PSAT. Holding students accountable for all previous words encourages learning rather than memorization. What you choose to do as extension activities is up to you, and as a reflective practitioner, you will decide what works best. However, if you want to build and extend vocabulary, especially vocabulary that occurs in a high frequency of ELA-related texts, then this program will get the ball rolling in the right direction.