Teaching Vocabulary in the Content
Areas
Chapter 7
Maureen McLaughlin
Scott Weninger
Objectives
1. We will learn about teaching vocabulary to
our students.
2. Discussion on the theoretical framework
about teaching vocabulary.
3. Introduce a variety of practical strategies.
4. Strategy-related ideas to teach vocabulary in
our content areas.
5. Essential points that will guide the
development of vocabulary lessons.
What do we know about teaching
Content area vocabulary?
What do we know about teaching
Content area vocabulary?
 It is important that our students learn vocabulary because if
they do not know the vocabulary, they will have difficulty
comprehending what they read.
What do we know about teaching
Content area vocabulary?
 It is important that our students learn vocabulary because if
they do not know the vocabulary, they will have difficulty
comprehending what they read.
 Current research shows that writing down words, and their
definitions is not an effective way to learn vocabulary.
What do we know about teaching
Content area vocabulary?
 It is important that our students learn vocabulary because if
they do not know the vocabulary, they will have difficulty
comprehending what they read.
 Current research shows that writing down words, and their
definitions is not an effective way to learn vocabulary.
 Research also shows that very few people learn from
definitions.
What do we know about teaching
Content area vocabulary?
It is important that our students learn vocabulary
because if they do not know the vocabulary, they will
have difficulty comprehending what they read.
Current research shows that writing down words, and
their definitions is not an effective way to learn
vocabulary.
Research also shows that very few people learn from
definitions.
Students need to do more than write a definition in
order to make the word a part of their vocabulary.
What do students need to do to learn
vocabulary?
What do students need to do to learn
vocabulary?
 They need to talk about words.
What do students need to do to learn
vocabulary?
 They need to talk about words.
 They need to feel comfortable about
using words when reading , speaking
and writing.
What do students need to do to learn
vocabulary?
 They need to talk about words.
 They need to feel comfortable about
using words when reading , speaking
and writing.
 They need to be able to use the words
in a variety of context.
What can teachers do
to help students with
vocabulary?
How can we get students more
interested in vocabulary?
What can teachers do to help
students with vocabulary ?
 We need to motivate them.
What can teachers do to help
students with vocabulary ?
 We need to motivate them.
 We need to increase students awareness, and interest using
new word.
What can teachers do to help
students with vocabulary ?
 We need to motivate them.
 We need to increase students awareness, and interest using
new word.
 We need to help students become more skillful, and use
words more precisely.
What can teachers do to help
students with vocabulary ?
 We need to motivate them.
 We need to increase students awareness, and interest using
new word.
 We need to help students become more skillful, and to use
words more precisely.
 We need to engage students in content areas so they become
more interested in learning.
What can teachers do to help
students with vocabulary ?
 We need to motivate them.
 We need to increase students awareness, and interest using
new word.
 We need to help students become more skillful, and to use
words more precisely.
 We need to engage students in content areas so they become
more interested in learning.
 We need to be able to incorporate a number of different
resources to help students with their vocabulary.
How can we integrate what we
know into teaching?
How Can We Integrate What We
Know into Teaching?
 We must be actively engaged in understanding words and
related strategies.
How can We Integrate What We
Know into Teaching?
 We must be actively engaged in understanding words and
related strategies.
 We should personalize their vocabulary learning.
How Can We Integrate What We
Know into Teaching?
 We must be actively engaged in understanding words and
related strategies.
 We should personalize their vocabulary learning.
 We must be immersed in words.
How Can We Integrate What We
Know into Teaching?
 We must be actively engaged in understanding words and
related strategies.
 We should personalize their vocabulary learning.
 We must be immersed in words.
 We should develop their vocabularies through repeated
exposures from multiple sources of information.
How Can We Integrate What We
Know into Teaching?
 We must be actively engaged in understanding words and
related strategies.
 We should personalize their vocabulary learning.
 We must be immersed in words.
 We should develop their vocabularies through repeated
exposures from multiple sources of information.
 We have to teach students vocabulary strategies.
How Can We Integrate What We
Know into Teaching?
 We must be actively engaged in understanding words and
related strategies.
 We should personalize their vocabulary learning.
 We must be immersed in words.
 We should develop their vocabularies through repeated
exposures from multiple sources of information.
 We have to teach students vocabulary strategies.
 We should make sure the students are aware of our
enthusiasm for learning.
Why is Vocabulary Important?
Why is Vocabulary Important?
 It is essential to our thinking and understanding.
Why is Vocabulary Important?
It is essential to our thinking and understanding.
It helps bring meaning to multiple literacies.
(Is it critical, informational, media….)
Why is Vocabulary Important?
It is essential to our thinking and understanding.
It helps bring meaning to multiple literacies.
(Is it critical, informational, media….)
It is important for writing.
Why is Vocabulary Important?
It is essential to our thinking and understanding.
It helps bring meaning to multiple literacies.
(Is it critical, informational, media….)
It is important for writing.
It is important for communicating effectively.
Teaching Strategies
Ideas to help students increase
their content area vocabulary.
Content Clues
Readers Use Content Clues to figure out meaning of unknown
words.
Content clues include the following:
Content Clues
Readers Use Content Clues to figure out meaning of unknown
words.
Content clues include the following:
 Definition Clue:
Content Clues
Readers Use Content Clues to figure out meaning of unknown
words.
Content clues include the following:
 Definition Clue:
 Example/Illustration Clue:
Content Clues
Readers Use Content Clues to figure out meaning of unknown
words.
Content clues include the following:
 Definition Clue:
 Example/Illustration Clue:
 Comparison/Contrast Clue:
Content Clues
Readers Use Content Clues to figure out meaning of unknown
words.
Content clues include the following:
 Definition Clue:
 Example/Illustration Clue:
 Comparison/Contrast Clue:
 Cause/Effect Clue:
Content Clues
Readers Use Content Clues to figure out meaning of unknown
words.
Content clues include the following:
 Definition Clue:
 Example/Illustration Clue:
 Comparison/Contrast Clue:
 Cause/Effect Clue:
 Mood/Tone Clue:
Content Clues
Readers Use Content Clues to figure out meaning of
unknown words.
Content clues include the following:
 Definition Clue:
 Example/Illustration Clue:
 Comparison/Contrast Clue:
 Cause/Effect Clue:
 Mood/Tone Clue:
 Logic Clue:
Graphic Organizers
 These are visual representations of ideas.
 They help by giving students tools to remember the
information associated with the term.
 Completing the graphic organizer in a whole class
or group setting promotes discussion of the word.
 They contain information about the word that the
students can use to make oral, or written
summaries.
Types of Graphic organizers




Semantic Maps
Semantic Question Maps
Concept Definition Maps
Semantic Feature Analysis Charts
Semantic Question Map
Concept Definition Map
Semantic
Feature
Analysis Chart
Structural Analysis
 This is knowing how to analyze the structure of a
word by recognizing it prefixes, roots and suffixes.
 It is important that student are able to determine
What the prefix , root and suffix of a word is in
order to understand a word’s meaning when it is
read.
 Student should understand that prefixes and
suffixes can have a profound affect on the meaning
of a word.
Prefixes and Suffixes
 Prefixes are added to the beginning to the root to
bring new meaning to a word.
 Suffixes are added after the root to help bring new
meaning to the word.
 The following link is a list some of the most
common prefixes and suffixes.
 http://teacher.scholastic.com/reading/bestpractice
s/vocabulary/pdf/prefixes_suffixes.pdf
Content Area Prefixes & Suffixes
 Web link for biology prefix, suffix, and word
dictionary.
 http://www.macroevolution.net/index.html
Student Self-Selection
Student Self-Selection
 All the strategies mentioned will help students
develop their vocabularies.
Student Self-Selection
 All the strategies mentioned will help students
develop their vocabularies.
 Self-Selection encourages the student to take
ownership of their learning.
Student Self-Selection
 All the strategies mentioned will help students
develop their vocabularies.
 Self-Selection encourages the student to take
ownership of their learning.
1. Use Vocabulary Bookmarks.
Student Self-Selection
 All the strategies mentioned will help students
develop their vocabularies.
 Self-Selection encourages the student to take
ownership of their learning.
1. Use Vocabulary Bookmarks
2. Vocabulary Self-Collection Strategy
Some Guidelines Teachers Should
Follow When Teaching Vocabulary
1.
2.
3.
4.
5.
Our teaching should show we a re excited about learning
vocabulary.
We should encourage students to understand that some word have
multiple meanings.
Student should have opportunities to use content area vocabulary
in multiple and meaningful ways.
Lessons should focus on depth rather than coverage of content
area vocabulary.
Multiple text should be used so the students are aware of multiple
resources.
Questions