Vocabulary.com Blog
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Teachers at WorkA column about teaching
Word Up: Putting the Flow in Vocabulary Instruction
The founders of Flocabulary take a lyrical approach to vocabulary instruction.
We recently spoke to Alex Rappaport and Blake Harrison, founders of the innovative educational company Flocabulary, about how they were inspired to infuse challenging vocabulary and educational content into rap music. In this interview you'll learn more about why they feel rap music is the perfect medium for their mission... and you'll get to sample one of their flocabulous videos.
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WordshopVocab activities for your classroom
SAT Reading Scores Keep Declining: What Should Teachers Do?
Last week, the College Board reported that SAT reading scores have reached an all-time low. The Class of 2011's SAT reading scores dipped another three points from the previous year (down to 497), and that makes it a whopping 33-point drop since 1972. The bleak news should leave teachers and administrators taking a hard look at how we are preparing students (or not) for the skills that are tested on the reading section of standardized exams.
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Ever ask a group of students the difference between a regular word and a vocabulary word? They would probably respond by telling you that vocabulary words are words that they are supposed to learn in school, unfamiliar words that they encounter in newspapers and novels, or words that show up in workbooks with titles like "100 Vocabulary Words You Need to Know by Graduation."
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By the time you read this, my babies will have graduated. Yes, Brooklyn Theatre Arts High School, founded in 2007, graduated its first class on June 24, 2011, at 9:30 in the morning in what's got to be one of the largest school auditoriums in New York City.
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We welcome back Fitch O'Connell, a longtime teacher of English as a foreign language, working for the British Council in Portugal. Fitch reveals what happened when students in his classes were asked to select their favorite words.
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The other night I was sitting next to an Austrian teacher of English at a restaurant in Brighton, in southern England. He was a bit puzzled by an item on the menu which offered "Pan roasted local skate wing, crushed ratte potatoes, sautéed spinach, caper, lemon & parsley butter."
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I was recently asked by a young and annoyingly successful poet how I thought language learners dealt with the special demands that poetry puts on the reader, and the discussion that followed led us into a marvelous land.
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