Which approach is NOT recommended for handling student word banks and glossaries?

• A. Use class-generated glossaries and integrate into writing and reading tasks.
• B. Rely on student-created glossaries with no collaboration.
• C. Encourage self-selected vocabulary and use in writing and reading tasks.
• D. Include glossaries in reading activities.

Answer: (B)

Collaborative and applied use of student word banks and glossaries strengthens vocabulary learning by making terms meaningful across reading and writing. When students create glossaries together, they discuss definitions, negotiate meanings, and provide examples, which helps everyone understand and remember terms. This shared process also helps catch misunderstandings early and ensures the vocabulary aligns with how the class will actually use it. Glossaries become ready-to-use references that support decoding and text comprehension, as well as richer writing. Therefore, approaches that involve class-generated glossaries integrated into writing and reading tasks, encourage self-selected vocabulary used in writing and reading tasks, and include glossaries in reading activities all foster practical use of vocabulary in literacy. The non-collaborative approach—relying on student-created glossaries with no collaboration—lacks discussion and verification, so it is not recommended.