Vocabulary
Presentation
Effective Literacy Support
and Vocabulary
Instruction
Part A
Three Teaching Strategies
Utilized in My Classes
Strategy 1- Teaching Tier 2 and Tier 3 Vocabulary Utilizing Maps and Drawing
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According to the video, “How to Teach Vocabulary Acquisition”, students need multiple
avenues to express the new tier 2 and tier 3 vocabulary, especially content specific
vocabulary, which they are learning. I have used these strategies successfully in the
classroom.
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In 6th Grade World History, while learning about Mesopotamia, we define
Mesopotamia as “Meso” Greek for in the “middle” and “Potamia” for “water” in
student notebooks as a starter activity.
Strategy 1- Tier2 and Tier 3 VocabularyUtilizing Maps and Drawing
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Afterwards, students are given maps of Mesopotamia in which they label the
Tigris and Euphrates Rivers and color them blue, label the land in the middle as
the Fertile Crescent and Mesopotamia and color it green, and then students
redefine Mesopotamia in their own words at the bottom of the map.
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The following week they are give a continents and oceans map and told to also
label Meso-America, or Central America, with a rehearsal of what “Meso”
means and with a description of what Meso-America is, as well as where it is.
Strategy 1- Teaching Tier 2 and Tier 3 Vocabulary
in Content Area
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As stated in “How to Teach Vocabulary Acquisition”, this allows students the
opportunity to:
* learn from a provided description and explanation.
* acquire knowledge from artistic creation while using the word properly.
*engage in periodic activity utilizing the new vocabulary.
*discuss the term with one another and as a class.
Drawing and Labeling Mesopotamia Utilizing
Vocabulary
Strategy 2- Content Area Vocabulary Learning“Many Forces”
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As suggested in the Content Area Vocabulary Learning Article, researchers
advocate strategies which utilize “many forces” to teach the acquisition of
content vocabulary.
I am successfully using this strategy in my class by both reading to my students
with a wide variety of informative material and having students read aloud and
discuss what we, as a class, are reading in small groups and as a class.
As advocated by the article, I also have a small but diverse and growing room
library.
We emphasize incorporating newly acquired vocabulary in class discussions,
writing assignments, and in projects.
I also support the acquisition of new vocabulary by keeping a word wall.
Word Wall
Strategy 3-Four Components of Teaching Literacy
in Content Areas - Frayer Model
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According to Edutopia’s “How Important Is Teaching Literacy in All Content
Areas”, it is critical for students to acquire content vocabulary through four
primary areas which are reading, writing, speaking, and listening.
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Often for vocabulary which I know will be essential to the student, I use the
Frayer Model Graphic Organizer.
Strategy 3-Four Components of Teaching
Literacy in Content Areas - Frayer Model
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When studying the Agricultural Revolution, we used a Frayer Model or
Four Square Model to expound on the word “revolution”. Student worked
in pairs while defining the word from a reading text, used a word in a
sentence, wrote synonyms for the word, and the drew a picture to
represent the word. Afterwards students shared their work as a class.
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In this activity, students had to read, write, speak, and listen to develop
and understanding of the word “revolution.”
Frayer Model
Part B
Three Teaching Strategies Which I Would
Recommend to Colleagues
First Recommendation: “How to Teach
Vocabulary Acquisition” Video
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I believe his six step model is an excellent place to start helping students to develop
Tier 2 and Tier 3 vocabulary, and with repeated use, this allows students an ease in
developing context and content specific vocabulary, especially in areas such as
social studies.
With repeated use, students become more confident in the meaning, purpose, and
their understanding of this specific vocabulary. Then they are also able to begin to
link this new vocabulary with synonyms and antonyms, especially if this is
frequently rehearsed in class.
I truly believe the Frayer Model is a great way to utilize this approach to developing
new vocabulary, also another effective method is keeping a notebook and drawing
as well as writing in the notebook.
Frayer Model
Second Recommendation: Edutopia’s “How Important
Is Teaching Literacy in All Content Areas?”
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One of the hyperlinked recommendations in this article was “Previewing the Text” using
“Thieves” strategy, which stands for previewing the title, headings, introductions, visuals
and vocabulary, the end of the chapter questions, and the summary.
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After evaluating the text utilizing these techniques, then students will vocalize and explain
how they “stole” the information from the text using “Thieves”.
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This previewing technique seems to be a great way to evaluate the text and glean much
from the text before beginning to read as a class, allow students to access previous
knowledge.
Third Recommendation: Graffiti Conversations
from Edutopia’s “How Important Is Teaching
Literacy in All Content Areas?”
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I find graffiti conversations an excellent tool, because often students have an ease
with drawing as opposed to writing. When used properly, students can then take
what they have drawn and label it using both words, literacy, and the artistic
expression of drawing.
This is an excellent assessment tool to evaluate just how much students have
understood pertaining to the topic and the vocabulary.
I use this strategy as the last page to be completed in student notebooks prior to
turning in the notebooks for a unit grade. Often these ideas encompass the large
content vocabulary displayed and discussed in the unit.
Graffiti Conversations