10/3/07
Look How We Have Grown!
It’s been just a little more than three years since we published Word Web Vocabulary. I was truly heartened to learn recently from my staff that the curriculum I began to develop nearly 25 years ago while teaching language arts and English is now being used in 300 locations in 42 states, Canada, Germany and Japan.
Fortunately, my employees are very dedicated and Word Web Vocabulary is not a hard sell. Educators often remark how reasonable its price is and enjoy seeing how much their students really get into this method of learning about our language and having it expand their own — almost all without memorization. As a curriculum specialist remarked to me at a recent meeting of educators, “The traditional way of teaching vocabulary seems dated and out-of-touch with the way students really learn.”
Word Web Vocabulary groups words in a new way to teach vocabulary. The first part of each week’s lessons presents a Greek or Latin root word, prefix or suffix in a web format of related words, making retention possible for students without memorization. Two other vocabulary elements are part of each week's lesson: The Real World Word® and the Wicked Word of the Week®. Its multidimensional lessons provide sequential structure to its weekly words. Word Web ties together spelling, grammar and usage, reading and writing, speaking and listening to the elements of any existing language arts curriculum in a dynamic and compelling way.
Word Web is also closing the gap between advantaged and disadvantaged students in elementary grades through high school because it provides a way for students to understand words and discover how worthwhile they are. Unlike most vocabulary programs, Word Web teaches words in context instead of their being presented disconnected and groundless with no follow-up (except perhaps a test). We believe real vocabulary study provides a tie-in to other subjects being studied as well as an interconnection and a peg on which to hang words without introduction of the mind- numbing effects of rote memorization.
It has been wonderful watching the growth of Word Web, and no time is more gratifying for me than when I read the comments of teachers and administrators using the program. Recently, I’ve been experiencing some nice warm and fuzzy feelings about Word Web Vocabulary as I reviewed a collection of letters from teachers who praised the effectiveness of our curriculum in the classroom. I’d like to share a few with you.
“We love Word Web Vocabulary especially as my students’ vocabulary scores continue to outpace the district and the state’s.”
Middle School Teacher, California
“Having great success with Word Web, we’re seeing a marked difference in performance from 5th graders using Word Web and those that don’t.”
Teacher, Rhode Island
“I have been very happy with the results. I love it when they recognize a word in their reading or when they use a word in their reports that came from the vocabulary study. Thanks for putting together a vocabulary program that works!”
University Homeschool Program Coordinator, California
There are many more such comments, and we’ve put together a list of them that you can review at www.wordwebvocabulary.com. Click on the red testimonials button. Please let me know what you think or let me know if you have any questions at elinormiller@seepub.com.
If you do get in touch with me I'll even explain what I mean when I say that the main difference between Word Web Vocabulary and all other programs is that students become immersed, not just exposed to, word study.
I am certainly gratified at the growth of Word Web these past three years, and I must say that one of the most satisfying aspects of such a wide acceptance of our curriculum is that we have changed the study of vocabulary from a subject usually dreaded by students to one they look forward to.
That’s my word for now.
Ellie
