goal as a book is to share neurocentric ways to unplug vocabulary and
spelling instruction so that words are not merely memorized in the
name of the most current curriculum, but rather truly learned and
owned by students. The goal is to have words
actually permeate students speech as well as their writing.
strategies proffered in Vocabulary Unplugged are not bound to a
specific age or grade level, as they draw on accepted knowledge of the
brain, memory and learning, whether the learner is five, fifteen, or
slip inside these pages and unplug the lists, the passivity, and the
overhead. Get out of the dark classroom, and discover the energy that
emerges from the thirty activities and variations herein as we plug in
color, movement, poetry, history, music, and numerous other ways of
exploring words within meaningful contexts. The 30
brain-appropriate activities will revitalize your hope that ALL
students can improve their vocabulary, reminding everyone that
learning doesn't have to be banal, dull or without energy.
will discover information and lessons on:
students remember the words they learn
music to explore words
students success through meaningful instruction
with Words to engage learning
movement to enhance vocabulary
memory and vocabulary acquisition through color
the importance of history in vocabulary development
the power of poetry to build word knowledge
patterns to create dynamic vocabulary lessons
context for assuring success in word study
And much more...
Pinker (1994), cognitive psychologist and leading expert on language,
says we begin using words around twelve months of age. Therefore, high
school graduates, who have been at it for about seventeen years, must
have been learning an average of ten new words a day continuously
since their first birthdays, or about a new word every ninety waking
minutes. He goes on to explain that preliterate children are lexical
vacuum cleaners, learning a new word every two waking hours.
means our student are already plugged in�having learned
numerous words before they ever set foot in our classrooms.
Teachers are saying about Alana Morris:
strategies! Classroom connections are endless! Activities are
brain-based, interactive, and applicable to all levels!
Camey Elementary, Lewisville, Texas
was teaching one of Alana's vocabulary lessons that I called
Vocabulary Charades not only did the students shine, but my
administrator was very impressed with the (activity), which
demonstrated the difficult vocabulary word.
Toner, Grade 5 teacher
a strategy for everyone! All of my kids love doing The Syllable
Squat, and you should have seen the parents giving it a try!
4th grade teacher
Alief ISD, Houston, Texas
consulted in Round Rock I.S.D. several times and energized teachers in
her research-based, hands-on workshops. Her interactive, engaging
strategies have impacted student success in our district!
Curriculum Integration Specialist
Secondary Language Arts
been an educator for 17
years and has taught all levels from elementary through high
school. She received her undergraduate
degree in music from North Texas State University where she
developed an intense interest in the science of learning and
how to best reach the special interests and needs of every
student. Her background in music education
served as the framework for her style and voice as a teacher,
which carried over to her exploration and study of language
arts and literacy. She is currently the
language arts program director in Aldine Independent School
District for grades 5-8. She actively
serves on the state board of the Texas Council of Teachers of
English Language Arts, is the president of the North Harris
County Council of Teachers of English, and is president-elect
of C.R.E.S.T. (Coalition of Reading and English Supervisors of
Texas). Her own energy for learning and
continued growth drives her ability to bring brain appropriate
strategies to classrooms of all levels.