VOCABULARY STRATEGIES
See http://literacytcs.wikispaces.com/Vocabulary for details:
Vocabulary Strategy
Possible Sentences
Semantic Map
Brief description
Possible Sentences is a pre-reading strategy that focuses on
vocabulary building and student prediction prior to reading. In
this strategy, teachers write the key words and phrases of a
selected text on the chalkboard. Students are asked to . . .
 Define all of the terms.
 Group the terms in related pairs.
 Write sentences using these word pairs.
Students create a map of the word including its definition,
category, and examples.
Knowledge Rating
A matrix for students to determine how well they know a word;
can be used as a pre-assessment.
Visualizing Vocabulary
Students create a vocabulary card. On the card they break
the word apart into prefix, suffix, and root word. They then
define the parts, include an illustration, and more.
The Semantic Feature Analysis strategy asks students to identify
key words in a reading selection and relate these words to the
major concepts of the text. Using a graphical matrix, students :
 List the key words of a reading selection.
 Identify the meaning and properties of these key words.
 Group key words into logical categories.
 Relate the words (and categories) to one another
The List/Group/Label strategy offers a simple three-step
process for students to organize a vocabulary list from a
reading selection. This strategy stresses relationships between
words and the critical thinking skills required to recognize these
relationships.
The Frayer Model is a graphical organizer used for word
analysis and vocabulary building. This four-square model
prompts students to think about and describe the meaning of
a word or concept by . . .
 Defining the term,
 Describing its essential characteristics,
 Providing examples of the idea, and
 Offering non-examples of the idea.
Students define a concept, list words that fit within that
concept, provide examples, and resources.
Semantic Feature
Analysis
List Group Label
Frayer Model
Concept Attainment
WORD WALL TIPS
Definition:
A word wall is a display area in the classroom devoted strictly to high
frequency vocabulary that will be used or is being used during the course
of a particular unit of study.
Pertinent Points about Word Walls:
1. Words selected must be useful to students, usable by students and frequently
used in the subject area.
2. Select high-frequency words that are used in the context in which you expect the
students to know them.
3. Use the same display area throughout the semester for your word wall. Students,
once used to the concept, will look for the wall. Consistency is important when
presenting organizational ideas to a class. Refer to the display area as the ‘word
wall’ as some students will remember this from their elementary experience.
4. Do not overcrowd the word wall. Be sure to remove words as the unit progresses or
you may want to display words by unit and then remove the entire word wall when
a new unit begins.
5. Creatively display and organize words.
6. Add words in manageable amounts (usually between 5 to 7 new words at a time
per week).
7. Make word wall activities a regular and predictable part of the classroom
routine. Word wall activities make for natural class openers or closers. The word wall
activity should be only about 5 minutes in length unless incorporated with a larger
activity.
8. Use a variety of instructional activities to review words.
For more information, go to:
http://www.markville.ss.yrdsb.edu.on.ca/mm/oise2005/bestpractice/wordwall.htm
The teachers at my school do it. They usually have between 10-20 words up - just the
words, no definition. I know a Spanish teacher at my school tried it last year, and he said
it worked. He would either use the chapter vocab or themed words (ex: if the chapter
focused on sports, then sports themed words). He would leave it up for most of the time
they were working on the chapter, and just cover it if they took a quiz or something.
He'd change it with every chapter. He also sometimes grouped words - according to
parts of speech, gender, or family (conjugation or declension, for us). He said it really
seemed to improve the kids knowledge of the vocabulary. I've been thinking of doing it
myself this year. My students' copy vocabulary from the chapter onto color-coded
vocabulary sheets (green for nouns, blue for verbs, orange for adjectives, yellow for
adverbs, purple for miscellaneous - prepositions, conjunctions, etc.). I'm planning on
using cardstock in the color matching my vocab sheets for the words - so the students
can associate the color-thus the part of speech- with the word more easily.
From a Latin teacher on http://forums.atozteacherstuff.com/showthread.php?t=93657