Vocabulary Self-Collection Strategy
with an example from Ender’s Game by Orson Scott Card
Purpose of the Strategy
This strategy enables the long-term acquisition of vocabulary. Because students generate both the vocabulary
and the meaning from a text they are currently using, not only do they learn the vocabulary in context but they
also learn to use a useful reading strategy that will help them better understand their current text and others in
the future.
Directions:
Step 1: Divide the class into nominating teams of two to five students. Together the students on a nominating
team decide which word to select for emphasis in the text selection.
Step 2: The teacher introduces the activity by modeling Step 3 using a word from the text selection.
Step 3: Present the word that each team has selected to the entire class. A spokesperson for each team
identifies the nominated word and responds to the following questions:
a. Where is the word found in the text? The spokesperson reads the passage in which the word is
located or describes the context in which the word is used.
b. What do the team members think the word means? The team decides on what the word means in
the context in which it is used. They must use information from the surrounding context and may
also consult reference resources.
c. Why did the team think the class should learn the word? The team must tell the class why the
word is important enough to single out for emphasis.
Step 4: During the team presentations the teacher facilitates the discussion, writes the nominated words on the
board with their meanings, and invites class member to contribute additional clarifications of the words.
Step 5: Students write all the nominated words and definitions down in their notebook. In the future the
teacher can use these words for review and study.
Assessment
Participation in both the team and class discussion is key in this activity, and the teacher should be
encouraging of student responses. Informal assessment can take place at this point through observation of
individuals during the activity to see if they are able to answer and discuss the three questions. Future class
periods might hold more formal assessment (spelling tests, using the words in a paper or response, etc.).
Vocabulary Self-Collection Strategy
Teacher Copy
Ender’s Game
This is an example that the teacher can use to demonstrate the activity using the first chapter of Ender’s
Game.
Ability
a. Where is the word found in the text? The spokesperson reads the passage in which the
word is located or describes the context in which the word is used.
This word is found on the first page as two unidentified people are talking about the main character. One
of them thinks that he’s the one, the other is doubtful saying “That’s what you said about the brother.” To
which the first responds “The brother tested out impossible. For other reasons. Nothing to do with his
ability.”
b. What do the team members think the word means? The team decides on what the word
means in the context in which it is used. They must use information from the surrounding
context and may also consult reference resources.
From the context, I would guess that the word means talent or being able to do something. In the
dictionary it says that ability means “quality of being able to perform: a quality that permits or facilitates
achievement or accomplishment”
c. Why did the team think the class should learn the word? The team must tell the class why
the word is important enough to single out for emphasis.
I think this word is important because this is something that Ender, Valentine and Peter all seem to have,
but that is not enough to serve the purpose of the two unidentified speakers.
Vocabulary Self-Collection Strategy
Student Copy
Ender’s Game
Directions: In your team choose a word from the chapter that you think is important enough to learn
more about. As a team, answer the following three questions about your word. Choose someone to
present your findings to the class.
a. Where is the word found in the text? The spokesperson reads the passage in which the word is
located or describes the context in which the word is used.
b. What do the team members think the word means? As a team decide on what the word means in
the context in which it is used. Use information from the surrounding context. You may also consult
reference resources.
c. Why do you think the class should learn the word? You must tell the class why the word is
important enough to single out for emphasis.
Created by Tiffany Stoddard 2006 Ender’s Game