Vocabulary Strategies for High School
Building background word knowledge
Strategy
Pre-assess
vocabulary
Preview
vocabulary
based on
results
Purpose
Process
Pre-assessment:
 To find out what students
already know about the
vocabulary in the new
unit before it is taught
 To plan for instruction
that addresses varying
levels of knowledge
 To form flexible groups
One to two weeks before a new unit is
introduced, students are pre-assessed to
determine readiness. Pre-assessments are
quick tools that help teachers find out
what students know.
Preview vocabulary:
 To build background
knowledge for SWD and
others with limited
knowledge of the new
terms
Previewing refers to
activities that start students
thinking about the content
they will encounter.
Research indicates that
previewing has a significant
effect on learning –
especially for students with
limited background
knowledge on a topic.
Examples include:
 Self-assessment of words (see
Marzano’s template)
 Short quiz or teacher made pretest
 Graffiti Walk + teacher observation to
identify students with limited
knowledge
 Based on assessment results, coteachers plan for previewing.
Previewing activities may be for the
group of students having the lowest
scores on the pre-assessment or could
be done with the whole class if most
scores are low. In some cases, a
smaller group of high scoring students
may receive extension activities while
the rest of the class receives
previewing (the Alternative Model
works well here).
 Previewing strategies can include:
-use of the Frayer Model
-Word Questioning Strategy
-Read-aloud passages, articles or trade
books & provide graphic organizer
-websites with tutorials,
demonstration or other video clips
Template
Pre-assess
Vocabulary
Use results
to plan for
previewing
Preview
Critical
Vocabulary
1
Strategy
Marzano’s
Six Step
Process for
Learning
Vocabulary
Purpose
Process
 To build background
knowledge
 To actively engage
students in learning new
vocabulary words
(Steps are based upon
extensive research on how
students successfully learn
new vocabulary)
A new vocabulary term is presented to
students. Students write the term in the
graphic organizer and rate their
knowledge of the term.
*Best practice – have students keep the
graphic organizer in a vocabulary section
of their notebook or folder.
1. The teacher provides a description,
explanation, or example of the new
term
2. Students restate the description,
explanation, or example in their own
words using the Vocabulary Template.
3. Students construct a picture, symbol,
or graphic representing the term
4. Teacher engages students periodically
in activities that help them add to
their knowledge of the terms in their
wordlist (vocabulary section of their
notebook)
5. Opportunities for students to discuss
the terms with one another are
provided periodically
6. Opportunities are provided for
students to use games that allow them
to reinforce/maintain the terms
Template
*Steps 4, 5 & 6 are crucial to the maintenance and
generalization of the vocabulary words.
2
Strategy
Frayer Model
Purpose
Process

1. Carefully analyze the concept by
listing all necessary characteristics.
2. Introduce the concept to the students
and have them generate examples of
it. (Small groups work well.)
3. Share examples full-group. (Encourage
students to add to the list or to
challenge examples already offered.)
4. Start a second list, detailing what
these examples all have in common.
(During this phase, students begin to
identify key characteristics.)
5. Now have the students read a
selection about the concept.
Distribute blank Frayer Model grids to
be used during reading. Explain what
kind of information needs to be
included in each section: essential
characteristics (what all have), nonessential characteristics (what some
have and others don’t), examples
(these are… ), and non-examples
(these are not…). Students will be
reading to confirm or reject the
information generated from the class.
6. After students have completed their
reading, go back to the original list
generated by the class. On a Frayer
grid on the board or overhead, place
those examples and characteristics
that students were able to confirm by
their reading.
To pre-teach major
concepts (Be very selective!)
 To deepen understanding
of major concepts
 To differentiate between
characteristics which
define the concept and
items which are lacking
some key characteristic
of the concept
Template
Essential
Essential
Characteristics
Characteristics
(always present)
Examples
Nonessential
Characteristics
(sometimes present)
Concept
Nonexamples
or
Picture
Definition
(graphic
representation)
(in own words)
Concept
Examples
Nonexamples
3
Strategy
Compare and
Contrast
Diagram
Purpose
 To promote higher level
thinking
 To develop deep
understanding of terms or
concepts.
Process
1. The teacher should first model how to
compare two very familiar terms
through a think-aloud. (Emphasis
should be placed on patterns, or asking
what kinds of similarities or differences
there are. This template includes a
place for the kinds or categories of
differences --- “in relation to...”)
2. Students work individually, in pairs, or
in small groups to complete the
graphic organizer.
Template
2nd Term
1st Term
How alike?





How different?
in relation to...










Conclusion or Summary Statement
Allen, Janet. (1999). Words, Words, Words. Stenhouse Publishers.
Frayer, D. A., Frederick, W. D., & Klausmeier, H. J. (1969). A schema for testing the level of concept master. Wisconsin Research and Development Center.
Marzano, Robert. (2005) Building Academic Vocabulary. Association for Supervision and Curriculum Development.
Marzano, Robert. (2007). The Art and Science of Teaching. Association for Supervision and Curriculum Development.
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