Beefing-Up
Vocabulary Instruction
First-grade children from higher-SES groups knew about twice as many words as lower SES
children (Graves, Brunetti, & Slater, 1982; Graves & Slater, 1987)
High school seniors near the top of their class know about four times as many words as their lowerperforming classmates (Smith, 1941)
High-knowledge third graders had vocabularies about equal to lowest performing 12 th graders.
(Smith, 1941)
New vocabulary can be gained from context, however not enough and not quickly enough. Studies
estimate that of 100 unfamiliar words met in reading, between 5 and 15 of them will be learned.
(Nagy, Haerman, & Anderson, 1985; Swanborn & de Glopper, 1999)
Information taken from the highly recommended..
Bringing Words to Life: Robust Vocabulary Instruction
by Beck, McKeown, and Kucan
Strategies for Direct Vocabulary Instruction
Reading Across the Disciplines Vocabulary Map –
RAD concludes that this vocabulary map provides a process for
understanding the meaning of a new vocabulary word by…
organizing the information about a word into specific relationships
helping students recognize inferred concepts about the word
relating background information to the new word
helping students use context clues to understand unknown words
providing a structure to improve retention of vocabulary
Frayer Model - an adaptation of the concept map.
The framework of the Frayer Model includes: the concept word, the definition, characteristics of
the concept word, examples of the concept word, and non examples of the concept word. It is
important to include both examples and non examples, so students are able to identify what the
concept word is and what the concept word is not. First, the teacher will assign the concept word
being studied, and then talk about the steps involved in completing the chart.
Wordo –
This game could be copied on card stock, laminated, and used with various word study or vocabulary
lists. It is played just like Bingo with the teacher calling out the word description or a sentence
with a blank that would include a given word.
Front Loading Vocabulary Activity –
Select interesting vocabulary words and write each word on an index card. Before reading the
story to the class or the students reading, distribute index cards and have students walk around
the room to look at all of the cards. (Students should be able to read and describe their own
vocabulary word.) Then students work in small groups and make predictions of what the story might
be about. After reading the story, the students review their story predictions. This strategy was
presented in a workshop on building vocabulary with ESL students or students with limited
vocabulary. The presenter recommended using books rich in content or multicultural stories.
100,000 Word Pyramid –
This is a fun way to review vocabulary. Based on the game show, $100,000 Pyramid, one student
sits with their back to the pyramid. The other student gives clues to help the first student name
the given vocabulary word. Students move across and up the pyramid until all the words have been
named.
Cubing Vocabulary This is a way to have students practice with their vocabulary words. As partners or teams,
students have a cube containing six of their vocabulary words. They take turns rolling the cube to
describe each of the words. Add a second cube with words such as Spell, Describe, Draw, Act Out,
Use in a Sentence, Name a Synonym, Name an Antonym, etc. Students take turns rolling both the
cubes. The student will need to do the rolled task for the rolled word.
I have Who has Just like with other I have Who has games, students will play the game in a group. Vocabulary,
word study, or sight words could be put on the cards. Cards can be copied on card stock, laminated,
and used with different words. Students in older grades could be assigned to create the game
themselves.
Flashlight Word Wall Tag
Using the classroom word wall, play a game to review the vocabulary or the sight words. Cover two
flashlights on the lens end with different colored cellophane and secure with a rubber band. Sort
students into two teams. Turn lights down low so the flashlight beam will be seen on the wall. The
person at the head of a line holds the flashlight steady at a fixed place on the outside edge of the
word wall (you may want to post a sign that says “The beam starts here”. When both teams are
ready, the teacher gives the description of the vocabulary word or name of the sight word. The
two students race to get their beam on the correct word first.
Word Swatters This game is also used with a word wall of vocabulary words or sight words. The teacher says a
description or a word and students swat the word with a fly swatter and say it out loud. This could
be played as a competition or just with students taking turns.
“Snowball Fights” –
Have students write one of their vocabulary words on a piece of paper. Have students stand in two
lines facing one another. On go, they ball up their vocabulary word into a snowball and throw it at
the other line of students. This can continue for several throws if you would want. At the end of
the fight, students open their snowball, read the vocabulary word, and give the description of the
word. If they cannot give the correct description, they will be out of the fight. If they can
correctly describe it, they continue to the next battle.
Body Writing –
This is a great energizer or time filler during transitions. Have students stand. Call out the
description of a vocabulary word. Students should then spell the vocabulary word that is being
described using a body part, i.e. their finger in the air, their elbow in the air, their foot on the floor
(writing in the sand), or even their head in the air.
Read Alouds –
Simply casually explaining the meaning of a new word during read aloud time with the class,
enhances student vocabulary. Some authors use complex vocabulary even in picture books.
For example –
William Stieg
Patricia Polacco
Sarah Stewart