Strategies for Teaching Vocabulary

Question 1

Strategies

Answer 1

1. Knowledge Rating Guide
2. Semantic Feature Analysis
3. Semantic Maps
4. Word Map
5. Kinesthetic Vocabulary
6. Clues & Questions
7. In & Out
8. Analogies
9. Frayer Model
10. OPIN
11. Vocabulary Overview Guide
12. Four Dimensional Study
13. Vocabulary Graphics
14. Concept of Definition

Question 2

1. Distribute words to teams.
2. Tell the teams that each member should learn the assigned words and then decide on the best action or pantomime to teach the word to the group.
3. Once students become confident about the vocabulary terms, tell them to teach their words to the rest of the group following these directions: a)show the word to the group and have them repeat it.; b) act out the word to the group members and have them repeat the action,; c) Check for understanding.

Answer 2

Kinesthetic Vocabulary

Question 3

1. Determine the content area vocabulary words to be learned and write them on index cards.
2. Distribute a card to each student and ask them to write questions that can be answered using the vocabulary words on the cards.
3. Encourage students to use their prior knowledge , textbooks, and any other information they might have to discern the definition of the words and then develop their questions.
4. Assign students to small groups, and
   tell them to proceed in a round robin
   format following these steps: a) a
   selected student should pick a card without looking at it and show the word to the group and b) This student must listen to the other group member who take turns asking questions or giving clues until the word is defined.
5. Continue the process until all students in the group have had a turn. Conclude the game when all the words have been defined

Answer 3

Clues & Questions

Question 4

• The basic premise of this strategy is to help students find a pattern in the characteristics of a particular content and to identify the items by pairing examples against non-examples.
• This strategy asks students to use their prior knowledge of terms, associate like terms, and make connections. It fosters the verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, and visual/spatial intelligences.

Answer 4

In & Out

Question 5

1. Choose 5-10 related words from a unit of study
2. Write the words “In” & “Out” on an overhead projector or on a blackboard
3. Present the words one at a time, giving the correct example (In) first, and then giving a non-example (out)
4. Continue the process until the students IDENTIFY the RELATED WORDS

Answer 5

Steps for In & Out

Question 6

1. Select a concept from the content area and explain how it related to a concept that the students recognize.
2. Present the graphic organizer to the students. Ask individuals of groups to identify examples that are common to both concepts. Record their answers on the graphic organizer.
3. Ask the students to think about both concepts and identify differences they have. Record the answers in the graphic organizer.
4. Next, ask the students to identify categories that comprise the basis for comparison.

Answer 6

Analogies

Question 7

1. Introduce an important concept 4. to learn.
   Record the newly discovered information on the graphic organizer.
2. Have students brainstorm to generate examples of the concept.
3. Next, instruct students to consult the text and read to locate and/or predict a) additional examples; b) essential characteristics; and c)nonessential characteristics
4. Record the newly discovered information on the graphic organizer
5. Encourage students to share their graphic organizers after their reading. Tell them to confirm or reject the information recorded in a group setting.
6. Develop a master list of the concept, the essential and nonessential characteristics; hang a copy in the classroom to reinforce what has been learned.

Answer 7

Frayer Model

Question 8

based on the concept of giving an opinion

1. Teacher identifies key terms from the reading and creates sentences to convey their meaning, leaving out the actual term.
2. Students work individually to give their opinions of the words that might fit the context of the sentence.
3. The teacher then assigns students to groups of three and tells them to convince the other group members their opinion is best.
4. When all groups have reached consensus, they share their findings to the class.

Answer 8

OPIN

Question 9

1. Clarify the main topic or theme of the selection to be read.
2. After previewing the selection, have students determine what categories of words might be found in the selection that relate to the topic/theme. These categories are written in the Overview Guide.
3. Instruct students to review the text and identify words that have some connection to the topic/theme. These are written as key words under the appropriate category on the Overview Guide. And then defined using the text, a glossary or a dictionary.
4. As a last step, have students brainstorm possible clues to help them learn each new word. To assure a link between the new word and their existing prior knowledge, encourage students to select clues that have some personal meaning to them.

Answer 9

Vocabulary Overview Guide

Question 10

1. Choose 5 to 10 words that are unfamiliar to the students.
2. Instruct the students to follow this procedure on an index card:
   a. On the top of the card, copy the sentence that contain the vocabulary word. Underline the target word.
   b. Determine the meaning of the word through context clues or dictionary or glossary use, and write it on the left-hand side of the card.
   c. Write a personal knowledge of experience example of the word on the right-hand side of the card.
   d. Draw a picture of a symbol related to the word.

Answer 10

Four Dimensional Study

Question 11

1. Give students 5x7 index cards upon which to record their findings.
2. Instruct students to use their background knowledge, information from the text, a glossary or a dictionary to determine the definition. Have students write the word and its definition in the center of the card.
3. Tell students to record the following information in each of the card’s four corners: a) sentence using the word; b) a synonym for the word; c) an antonym for the word; and d) an illustration that represents the word. Encourage the students to create an illustration that has some personal significance to them.
4. You can hook the index cards together with a binder ring so that they become a permanent student vocabulary file.

Answer 11

Vocabulary Graphics

Question 12

1. Present a new term or concept that students are to learn.
2. Place the word in the center of the Concept of Definition map.
3. Next, instruct students to consult their texts, a glossary, or a dictionary (individually or in small groups) to complete the remaining parts of the concept map using the ff. guidelines:
   a) Determine to what category the word belongs, and place it in the section of the concept map labeled, “What is it?”
   b) Identify the word’s characteristics or properties, and place these in the sections of the concept map map, “What is it like?”
4. Have students brainstorm examples of the word from their own background knowledge. Tell them to place this information in the section of the concept map labeled, “What are some examples?

Answer 12

Concept of Definition