How to Make Vocabulary Stick: The "Words I Own" Method
In my ca. 20 years of teaching (whaaaaaat??), I've experimented with many vocabulary-building activities. The one that has recently shown consistent results is a modified Frayer model I call "Words I Own." This practical activity has become a regular part of my teaching practice, used in every class to help students build their vocabulary incrementally but consistently.
The Challenge of Vocabulary Acquisition
Every language teacher knows the struggle: students need to expand their vocabulary, but traditional methods like flashcards or rote memorization often fall short. Words learned this way tend to fade quickly, and students rarely develop the deep understanding necessary to use new vocabulary confidently in real-world contexts.
As a Business English instructor working with higher education students, I needed a method that would:
Promote active engagement with new words
Encourage deeper processing of vocabulary
Help students make personal connections with the language
Build long-term retention
Be practical to implement in a classroom setting
The Frayer Model: A Research-Backed Foundation
The solution came in adapting the well-established Frayer Model, a graphic organizer developed by Dorothy Frayer and her colleagues at the University of Wisconsin in the 1960s.
According to Marzano (2004), vocabulary instruction is most effective when it includes:
Providing descriptions and explanations of new terms
Creating linguistic and nonlinguistic representations
Engaging students in activities that help them add to their knowledge
Involving students in discussion about terms
The Frayer Model accomplishes this by dividing a concept into four categories: definition, characteristics, examples, and non-examples. Research by Monroe (1997) showed that this approach helps students develop a comprehensive understanding of vocabulary by examining words from multiple angles.
"Words I Own": My Modified Approach
While the original Frayer Model is effective, I've adapted it specifically for my language learners. My "Words I Own" modification makes the model slightly more complex for higher education students, encouraging them to examine each word more thoroughly.
The key components of my modified model include:
Definition: Students write the dictionary definition and any additional meanings
Translation: They write the word in the languages they speak
Synonyms & Antonyms: To help build word association networks
Collocations: Common word combinations that sound natural to native speakers
Example sentences: Student-created sentences demonstrating proper usage
Common mistakes: Instead of "non-examples," which proved challenging for students, this section highlights typical errors
Personal association/illustration: A drawing, mnemonic, or personal connection to aid memory
Implementation in the Classroom
Here's how I implement "Words I Own" in my Business English classes:
Setting the Stage
At the beginning of the semester, I explain to students that they'll be completing this activity weekly throughout the course. I emphasize that this isn't just another homework assignment but a practical strategy to:
Expand vocabulary in a structured way
Improve retention through active engagement
Promote language fluency by exploring related words and contexts
Build personal connections to new vocabulary
The Weekly Process
Selection: Each week, students choose a word from the current topic.
Dedicated Time: I allocate the first 10 minutes of class to this activity. This timing serves several purposes:
It gives latecomers a chance to arrive without disrupting a major activity
It establishes a consistent routine
It signals the importance I place on vocabulary development
Format Options: Students can complete the activity on paper or digitally, but it must be handwritten (no typing or spellcheck). This reinforces the learning process.
Research Allowed: Students may use internet resources to help complete their "Words I Own" sheet.
Collection and Assessment: I check for completion rather than grading for accuracy, only offering corrections for significant errors.
Tips and Lessons Learned
After implementing this activity across multiple semesters, here are my key insights:
Demonstration is essential: I always demonstrate how to complete the model in class (I also have a short video) and share examples from previous students.
Partner work initially: The first week, students do a "Words I Own" with a partner. This builds confidence and clarifies expectations.
Consistent timing: The 10-minute allocation at the start of class works well for most students
Balance with other activities: Every week, students decide if they want to work on the “Practice Record” or fill in a “Words I Own”. The first time I did this, students were required to do a Practice Record AND a Words I Own every week. I got feedback that they felt it was too much, considering they still got homework. I decided to change it up, I now allow students to choose between completing a "Words I Own" or a "Practice Record" each week, aiming for a 50/50 split by semester's end.
Going back in time.
This was the very first iteration: word lists that did not allow students to dig deep.
Challenges and Solutions
Word selection: I had historically allowed them to pick the words they want to explore. When given complete freedom, some B2/C1 students chose overly simple words like "happy" or "university". Solution: While it might require a bit more work from me, I will now provide a curated list of relevant, appropriately challenging vocabulary.
Evolution of the activity: My approach to vocabulary building has evolved significantly over time. The initial version wasn't based on the Frayer model at all, but rather used a simple three-column format: "words I know," "words I sort of know," and "words I don't know." Students would categorize vocabulary from each class into these columns. While this created a helpful record of encountered vocabulary, I found it didn't sufficiently deepen students' understanding or retention of new words. Solution: This realization led me to adapt the Frayer model as a more comprehensive graphic organizer for vocabulary development.
Difficulty with "non-examples": Upon first implementing the Frayer model, I included the original "non-examples" section. However, this proved consistently challenging for language learners. Despite thorough explanations and examples in the first week, students struggled to grasp the concept and often completed this section incorrectly. Solution: Recognizing this pattern, I replaced the problematic "non-examples" section with "common mistakes" – a more intuitive concept for language learners that has produced noticeably better results.
Limited follow-up: One area I'm still developing is how to ensure students truly "own" these words beyond completing the model. I would recommend finding a way to self-assess.
Low-Stakes Assessment Ideas
To address the follow-up challenge, here are some quick, effective assessment options that require minimal teacher preparation:
End-of-semester self-quiz: Have students make a little quiz for themselves at the end of the semester.
Word exchange: Students share the vocabulary with a partner to build the vocabulary a bit more.
Word wall: Create a digital or physical display where students share their most valuable "owned" words.
One-minute speeches: Students give brief talks using 3-5 of their words in context.
Vocabulary bingo: Create a class-wide game using everyone's contributed vocabulary.
Ready to Try "Words I Own" in Your Classroom?
If you're looking to enhance vocabulary acquisition in your language classes, "Words I Own" offers a structured, research-based approach that can be adapted to various levels and contexts.
Download the Materials
Click here to download the "Words I Own" template, as well as a filled in example. These files include what you need to get started.
Your Turn
Have you tried adapting the Frayer Model for language learning? What vocabulary strategies have worked in your classroom? I'd like to hear your experiences and how you might customize this approach for your specific teaching context.
Remember, building vocabulary isn't about quantity but quality of engagement. With "Words I Own," students don't just learn new words – they make them their own.
References
Frayer, D., Frederick, W. C., & Klausmeier, H. J. (1969). A schema for testing the level of cognitive mastery. Madison: Wisconsin Center for Education Research.
Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD. https://eric.ed.gov/?id=ED489049
Monroe, E. E. (1997). Using graphic organizers to teach vocabulary: Does available research inform mathematics instruction? Education, 118(1), 538-540. https://eric.ed.gov/?id=ED414256
Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Urbana, IL: National Council of Teachers of English. https://eric.ed.gov/?id=ED298471