Vocabulary Instruction

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1 Vocabulary Instruction Why: Vocabulary plays a significant role in listening and reading comprehension. Many students enter school without significant exposure to literacy and print at home. Students with a limited vocabulary are usually struggling readers since knowing the meanings of words is crucial to reading comprehension. Prior to reading a story, teachers need to select unfamiliar vocabulary they know will be troublesome to students comprehension of the text. New vocabulary needs to be explicitly taught by the teacher. Some words can be taught by showing students a concrete or pictorial example. If the word is a verb, have students act it out. For vocabulary that doesn t fit in either of the two aforementioned categories, use one of strategies presented below. How: The following is a list of strategies to teach and practice new vocabulary: 1. Seven-Step Sequence for Teaching Vocabulary: This is an excellent activity to introduce Tier 2 or Goldilocks words. Contextualize the word for its role in the story. Teacher: In the story, Lisa was reluctant to leave the Laundromat without Corduroy. Ask the students to repeat the word so they can create a phonological representation of it. Teacher: Say the word reluctant with me. Explain the meaning of the word. Teacher: Reluctant means you are not sure you want to do something. Provide examples in contexts other than the one used in the story. Teacher: Someone might be reluctant to eat a food that they never had before, or someone might be reluctant to ride a roller coaster because it looks scary. Give the students different scenarios that would help them better understand the word. Teacher: Would you be reluctant to jump into a pool of cold water or drink a glass of cold water on a hot day? Would you be reluctant to eat a mud pie or an apple pie? Would you be reluctant to jump rope or bungee jump? Encourage students to interact with examples or provide their own examples. Teacher: Tell about something you would be reluctant to do. Try to use reluctant when you tell about it. You could start by saying, I would be reluctant to. Have students say the word again to reinforce its phonological representation. Teacher: What s the word we ve been talking about? 2. Frayer Model: This is a graphic organizer used for word analysis and vocabulary building. It is a good follow-up activity to the one described above. After teaching new vocabulary using the aforementioned activity, give students a copy of the Frayer Model. Have the students write the word, a kid-friendly definition, some examples (students can write sentences using the vocabulary words or write a list of examples/non-examples), and also draw a picture.

2 The following is an example: Word valuable What is it? Write the definition in your own words. Valuable means that something costs a lot or is of much value. What are some examples? My mom has a very valuable diamond ring. (Or the students can write a list of examples) gold diamonds Draw a picture. 3. Vo-BACK-ulary: This activity focuses on word meanings, develops oral language skills and requires students to use their background knowledge. Select 7-10 vocabulary words. Write the words on the chalkboard or dry-erase board and also on 4 x 6 index cards. Pronounce the words and explain their meanings. Choose a student to stand in front of the class with his/her back facing the rest of the children. Tape one of the index cards on the child s back. Call on the other students to give clues about the word s meaning without giving the word away. For example, for the word penguin, students might suggest: It lives where it s cold. It is black and white. It has a beak. Mothers and fathers take turns sitting on the eggs. Unacceptable clues would be, It has seven letters, It starts with P, or It rhymes with because they are unrelated to the word s meaning. Using the list of words on the board and the classmates clues, the student will try to guess the word taped to his/her back. Once the word is correctly guessed, the student will choose another guesser. This activity continues until all of the words have been guessed. 4. Four Words: This activity can be used to review the meaning of previously learned vocabulary. Have the students sit in a circle on the floor/carpet. Choose a word from the word wall and then toss a bean bag to a student. The child that catches the beanbag will need to think of 4 words related to the word the teacher said. Ask that child to choose a new word and toss the bean bag to another child, who in turn will think of four related words. Play will continue as described above. 5. Word of the Day: Since students learn vocabulary through repeated exposure to the words, this activity will give them practice in listening for and using their newly learned words.

3 Each day, choose a new vocabulary word and write it on the board as well as its definition. Have students say the word and read the definition aloud. Tell students they are going to try to set a class record by using the word correctly in sentences, either written or spoken. Whenever a student uses the word correctly, put a tally mark on the board. At the end of the day, have the students count the tally marks and make a goal for the next day s record. Encourage students to break the previous day s goal. 6. V ocabulary Collage: This activity can be completed individually or in groups. Give each student (or group of students) 12 x 18 construction paper, scissors, newspapers or magazines, and glue. Tell students to write the vocabulary word they are creating a collage for at the top of the page. They will then search through the newspapers and magazines for pictures that illustrate their word. They can also divide the paper in half and glue pictures that are synonyms of the word on the left hand side of the paper, and antonyms on the right hand side. Have students share their collages with the class. 7. V ocabulary Concentration: This activity can be completed whole group using a pocket chart or the students can play it at the Word Work Station. Select vocabulary words that have already been introduced. Write the words on index cards of one color and the definitions to the words on index cards of a different color. If used as a whole group activity, place the word cards face down on one half of a pocket chart and the definition cards face down on the other half. Divide the class into two teams. Call on one student to come to the pocket chart and flip over one word card and one definition card. If the definition matches the word, the child chooses another member of his team to select two more cards. If the word and definition do not match, the turn passes to the next team. Play continues until the pocket chart is empty. The team with the most cards wins. If used as a work station activity, the students can place the cards face down on the floor or table. The word cards will be placed on one side and the definition cards on the other side. Students will take turns turning two cards over one word and one definition. If the definition matches the word, the child flips over two more cards. If the word and definition do not match, the turn passes to the next person. Play continues until there are no more cards. The person with the most cards wins. 8. Mystery Word: This is a competitive game to review vocabulary from the word wall. Divide the class into two teams. Tell the students they will hunt for the words on the word wall. Give general clues for higher point values and specific clues for low point values. Begin by telling students that the first word is worth 5 points, such as It s a describing word. If the team does not guess the word, it goes to the next team for 4 points. Give a new clue such as It describes the characteristics of a person. If the next team does not guess the word, it will go back to the first team for 3 points. Play continues as the points decrease and the clues become more obvious until the word is guessed. Keep a tally of how many points each team wins. The team that reaches 30 points (or other predetermined number) first wins the game.

4 9. Word-O: Children will love reviewing vocabulary words with this version of the age-old game of Bingo. Give each student a Word-O sheet and a handful of counters/beans to cover the words. Determine if the students will need 3 (or 4) in a row to win, 4 corners, or full card to win. Write a cumulative list of vocabulary words on the board (or have students use the word wall). Students will choose 9 or 16 different words (depending on the number of squares on the Word-O sheet) from the board or word wall to write in the squares of their Word-O sheet. Give definitions of the words as clues. The student will search on their cards for the word that matches the definition given by the teacher. If the student has the word, he/she will cover the word with a counter/bean. The first student to cover the words according to the one of the patterns described above (3 or 4 in a row, four corners, etc.) will call out Word-O! will win. 10. Tic-Tac-Toe: This is another age-old game that will encourage students to study their vocabulary words. Divide the class into two teams, X s and O s. Draw a tic-tac-toe board on the chalkboard or dry-erase board. Select a student from each team (of more or less the same ability level) to come to the board. Give each student chalk or a dry-erase marker, depending on the board used. Say the definition of a vocabulary word previously learned. Students will race to see who can write the word that matches the definition first. Whoever writes the correct word first can put an X or O on the tic-tac-toe board. The first team to get three in a row first wins. Keep a tally of the number of games won by each team. The first team to get three points (or other predetermined number) wins. 11. Around the World: Here is one more traditional classroom game that kids will enjoy. One student will stand behind another who is sitting. Say the definition of a word. Students may refer to a word list or the word wall if desired. Whoever says the word first moves on to the next student. Give another word definition. Again the students will call out the word that matches the definition. If the word is correct, the player goes to the next student. If incorrect, the student must sit down in the seat where he/she missed the word. Play two or three rounds. The student who has traveled the furthest from his/her own seat wins the game. 12. Hot Seat: This activity is similar to Vo-BACK-ulary and also 20 Questions, but in this activity the person sitting in the chair decides on the clues. Select one student to come to the front of the class and sit in the hot seat. The seat should be in front of the chalkboard or dry-erase board. The person in the hot seat should be able to see the word wall/bank as well. Have this student face the rest of the class with his/her back facing the board. Select a word from the word wall/bank and write it on the board behind the child in the hot seat so he/she is unable to see it. Have the student in the hot seat ask questions to his/her classmates that help narrow down what the word written on the board might be. Possible questions might be: Is it a noun?

5 Does it make noise? Does it grow? Is it an animal? Does it move? As the student narrows down the word, the questions should get more specific. For example, if the student gets a positive response to Is it an animal?, then the next question could be, Is it a mammal? Keep a tally or the number of questions/clues it takes for the student to guess the word. 13. Using Examples and Nonexamples: For this activity, index cards, markers, pictures that show examples and nonexamples of the words will be needed. Write a vocabulary word on an index card (such as enormous). Say the word and have students repeat it. Ask students to define the word. If they respond correctly, say, Yes, enormous means huge. Discuss pictures that represent examples and nonexamples of the word. For example, point to the picture of a whale and say, The whale is enormous. Then point to the picture of a mouse and say, The mouse is not enormous. Display one picture at a time. Students will determine if the pictures show examples or nonexamples. For example, The mountain is enormous. The dollhouse is not enormous. Have students sit in a circle and place a set of picture cards face down in the middle of the circle. Students will take turns flipping over the top card and identifying whether the picture shows an example or a non-example. 14. Ball Toss The students will sit in a circle on the floor/carpet. Tell students they will hunt for a word on the word wall based on the clues you will give them. Choose a word from the word wall. Give clues for that particular word and then toss a ball to a student. The student must then find the word on the word wall and say the word aloud. If the student gives the correct word, he/she will find a new word and give clues to the other students who must look for the word on the word wall. The student giving the clues will toss the ball to another student. If the student gives the incorrect word, he will toss the ball back to the teacher who will give additional clues to the other students. The teacher will toss the ball to a new student who will guess the word. Play continues as described above. 15. Word Erase Choose 20 words from the word wall. Write a list of ten words in one column on the board. On the opposite side of the board, write the other ten words. Make sure the words opposite each other are of equal difficulty. Divide the students into two teams. Have them stand in two lines at right angles to the board. One student will go to the board, say the word aloud and give the definition of the word. If the child gives the correct definition, he/she can erase the word from the board. If an incorrect definition is given, the student will go to the end of the line. The student from the next team will continue play as described above. The game will continue until one list of words is completely erased. The team that erases its word first wins.

6 16. Race to Erase Choose 10 vocabulary words. Write the list of words on the board in one column and then copy the same list of words in another column (in the exact same order). Divide the class into two teams and have them stand in two lines. Pair students of equal ability together. Have two children, one from each team, come to the board and kneel in front of it. Say the definition to one of the words on the list (in random order). Have the students quickly stand up and race to find the word that matches the definition, and then erase the word from the list. Both students will then go to the end of the line and the next two students will race to erase the word that matches the definition given by the teacher. In case a student erases the incorrect word, rewrite the word on the board. The team that erases all of its words first wins the game. 17. Word Detectives: This is a good strategy to introduce and extend the students understanding of new words. Prior to introducing this activity, make sure students know what synonyms and antonyms are. Choose a target word, such as enormous, and enter it in the center box of the word organizer. Help students understand the meaning of the word enormous by giving them one clue, such as the synonym huge. Then the students can brainstorm a list of ideas to complete the word organizer. After modeling this to the students, it can also be used as an activity at the Word Work Station. lar ge little gigantic Synonyms Enormous Antonyms small huge Things that are like this tiny Sear s Tower Atlantic Ocean Mt. Everest Ideas from: Stretching Students Vocabulary by Karen Bromley, Scholastic Books The Vocabulary Enriched Classroom by Cathy Collins Block and John N. Mangieri, Scholastic Books The Struggling Reader Intervent ions That Work by J. David Cooper, David J. Chard and Nancy D. Kiger, Scholastic Books TPRI Intervention Activities Guide, The University of Texas System and Texas Education Agency Research-Based Methods of Reading Instruction Grades 1-3 by Sharon Vaughn and Sylvia Linan-Thompson, ASCD Books

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