I have been watching this conversation, and am very interested in what you are 
talking about.  I will be working on  improving my vocabulary instruction this 
summer.  I have been to three workshops that have me thinking and I also think 
it will be helpful here.

Jo Robinson said that with the core vocabulary, students should be exposed to 
the words, a picture, and a kid friendly definition.  Our district has 
purchased a kid friendly dictionary to help us. Using kid friendly definitions 
help students understand better.

In Ellin Keene's workshop, she mentioned that students will only place a 
certain number of words in long term memory per week.  For example, an 8 year 
old  will be able to remember 8 words per week.  Of course, Ellin is research 
based.  She wasn't saying don't expose them to more, she said they will only 
remember that amount.

In Isabel Beck's workshop, she talked a lot about writing sentences using the 
words.  She talked a lot about encouraging active processing of words, as 
opposed to just remembering.  She has a new book called Creating Robust 
Vocabulary.  It gives many extended examples of asking questions using two 
target words that requires the students to think if the words are connected.

For example, p. 27 - Could a tyrant be a miser?

I like this way of doing it, because it gets them thinking deeply about meaning.
She has a lot of research about getting students to be deep thinkers about the 
words.  She stated that generating sentences about a word early in learning 
doesn't help, but asking open questions about target words does help. She also 
stated that encounters with words need to be in a variety of contexts that 
encourage processing of target words over several days. The teacher needs to 
engage in conversations with students to get the language going.  This just 
fits in so nicely with reading strategies.

Hope that helps,
Linda
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