101 Strategies to Make Academic Vocabulary Stick

Although you can think about many of this guide's questions on your own, we recommend forming a study group with grade-level colleagues who have read (or are reading) 101 Strategies to Make Academic Vocabulary Stick, or using this guide as you read and reflect on the book in a professional learning community (PLC).

Chapter 1. Remembering Words: Reviewing the Research and Building the Mindset

1. What are your concerns about student vocabulary?
2. What are your concerns about your vocabulary teaching strategies?
3. How do the words repetition and reinforcement resonate with you? In what ways do you use these strategies for teaching vocabulary?
4. Michael Graves's four-part plan for teaching vocabulary has been proven to be successful. Which of the four elements are used successfully in your school? Why do you think that is the case?
5. Read and reflect on the questions at the bottom of page 11 and the top of page 12. Discuss your answers with your colleagues.
6. Of the five long-term memory systems discussed in this chapter, which do you think you most readily access when you teach vocabulary?
7. Can you think of a lesson plan that could incorporate all five of the memory systems?
8. What do you think about teaching your students about their brains? Do you think reinforcing a mindset of a "good memory" would be helpful?

Chapter 2. Encoding: Introducing New Words

1. How do you typically introduce new vocabulary to your students?
2. Do you prime your students' brains by displaying upcoming words in your classroom? In what other ways do you pique students' curiosity about words?
3. The brain learns vocabulary in three stages: encoding, storage, and retrieval. This chapter includes 31 encoding strategies. Which of these strategies have you previously used, and how successful were they for you?
4. Since reading this chapter, have you tried any new encoding strategies? If so, which have you attempted? How well did they work for your students?
5. If possible, arrange to observe a colleague using one of the encoding strategies, and then arrange for him or her to observe you. What could you learn from this experience?
6. The brain loves novelty, so choose new encoding strategies often. Pick eight or nine that you would like to try, and every few days give a new one a try. Ask yourself afterward, Did this work well with my students? How can I change it to work better? Can I make it novel again with a few tweaks?

Chapter 3. Storage: Practice Makes Permanent

1. The subtitle of this chapter is "Practice Makes Permanent." How is that statement relative to teaching?
2. According to some, a more accurate statement would be "Perfect Practice Makes Permanent." Why should practice be "perfect"? What happens if practice is not perfect?
3. Have you used the Frayer Model in your teaching? This well-known graphic organizer can be used at all levels. How would you tweak it to make it work with your students?
4. What are your usual rehearsal strategies?
5. Which of the rehearsal strategies in this chapter resonate with you?
6. Finding time for multiple rehearsals is essential to deep learning. How many rehearsals do you usually provide for your students? Do you find that this number leads to mastery?
7. If you find a strategy intriguing but are not comfortable trying it out, work with a colleague to figure out a way of presenting it that will help you and your students. If you have different approaches, each of you can try your own approach and then compare experiences.

Chapter 4. Retrieval: Review for Automaticity

1. "It's on the tip of my tongue" and "I know it; I just can't put my finger on it" are common phrases when it comes to memory. Retrieval is essential to knowing what students know. What review methods have you used that worked well?
2. Retrieval strategies are on a continuum. You may begin with a strategy like syllapuzzles (#67) and work your way up to a more in-depth approach like vocabulary association triangles (#85). Choose three or four retrieval strategies that begin with simple definitions and end with complex sentence writing to be sure students have built deep knowledge of the words. Determine if this progression is useful for your students.
3. The sample scrambled eggs activity (#75) in Figure 4.2 asks for a definition of the word hackedand for evidence that supports that definition. Many state standards require evidence, too. Try creating a vocabulary assessment in this format, and determine how well your students know the words.
4. Which of these retrieval strategies are you already familiar with? Which have you tried, and what is your success rate with them?
5. Students will likely find some of these strategies familiar. Knowing "how to play the game" may build confidence and motivation in students, especially struggling learners. As you introduce a strategy, ask students if they know it and can help present it to the rest of the class. We always remember best what we teach!

Chapter 5. What Now? Assessment and Planning

1. What are the biggest challenges you face when it comes to assessment and planning?
2. Figure 5.1 shows a Frayer Model used to reflect on vocabulary instruction. Alone or with colleagues, discuss the four quadrants and reflect on your answers.
3. Pre-assessing your students' vocabulary knowledge may save you time and energy. What pre-assessment activities have you used? Which strategies from this chapter would you try?
4. A student self-assessment like the one in Figure 5.6 may appeal to you and your students. Have you used something similar? What are the benefits of having students assess themselves?
5. Have you created Tier 2 word lists for each grade level or content area at your school? If so, did you consider the suggestions from this chapter? If you have not created lists, consider doing so with your colleagues.
6. The sample lesson plans provided in this chapter are meant to guide your own planning. Have you tried a plan from this chapter? How well did it work? Were there problems? As the expert in your classroom and with your students, create a plan that works for you. If it works well, share it with your colleagues and help as many students as possible!