VOCABULARY FINDINGS, STRATEGIES, RESOURCES

before reading:
o Introduce the word
Write word on board
Read the word and have students repeat the word
o Introduce meaning of word
Present a student-friendly explanation
Tell students the explanation
Have them read the explanation with you
have students locate the definition in the glossary or text and break
the definition into the critical attributes
Introduce the word using the meaningful parts in the word
o Illustrate the word with examples
o Check students understanding
ask deep processing questions
have students discern between examples and non examples
have students generate their own examples
Teaching Vocabulary also involves helping students discover meanings
themselves by looking for
clues in the
Context!
o types of context clues
direct definition
appositive
surrounding sentences
synonyms and antonyms
student friendly dictionary
o www.idoceonline.com
o www.learnersdictionary.com
also important to teach
o Words have meanings and sometime more than one meaning.
o Words have specific functions within sentences (usage)
o Words can take on different meanings based on the context (context clues).
o Words have derivatives (morphemes).
o Words can have literal meanings (denotative meanings).
o Words can have implied meanings (connotative meanings).
o Words may have similarities in pronunciation and spelling (homonyms).
o Homophones- sound alike but are spelled differently (right/write
o Homographs are written alike but sound differently (bow/bow)
Strategies
o word walls
o cubing

o frayer method
Define the new concept, giving its necessary attributes.
Distinguish between the new concept and similar but different
concepts with which it might be mistaken.
Give samples of the concept and explain why they are examples.
Give nonexamples of the concept and explain why they are
nonexamples.
Present students with examples and nonexamples , ask them to
identify which are and are not instances of the concept and state
why, and give them feedback.
Have students present their own examples and nonexamples of the
concept, have them discus why they are examples or nonexaples
and give them feedback.
Interactive Activity
o https://www.youtube.com/watch?v=c55I0lSkbrM&feature=youtu.be
Ask students their favorite words
write their own creative sing-song chit-chat stories!
talk about quotation marks.
sort out the phrases that rhyme from those that dont!
identify repetitive phrases in the story that are used as nouns,
verbs, and adjectives.
Websites
o http://www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdf
o http://www.k12reader.com/effective-strategies-for-teaching-vocabulary/
o http://www.phschool.com/eteach/language_arts/2002_03/essay.html
o http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marileesprenger
o http://www.readingrockets.org/article/teaching-vocabulary