Vocabulary Teaching Strategies
for ELLs
Developed by:
Kathy Salmon, Karen Shaw, Janet Gilmour
Facilitated by:
Presentation Outline
•
•
•
•
•
•
Activating Prior/Background Knowledge – Word Splash
What does it mean to know a word?
Depth of Word Knowledge
Article Jigsaw
Getting Ready to Teach
Step 1. Identify Key Concepts
– Match to learner profile
•
Step 2. Identify Key Vocabulary
– 5 Types of vocabulary
Mini – Break 6 minutes
•
Step 3. Products
•
Step 4. Content and Process
•
Step 5. Opportunities for Integrating Vocabulary
– Activating Prior Knowledge
Mini Break 6 minutes
– Explicit Language Instruction
– Intentional Recycling
– Intentional Spiralling
Mini Break 6 minutes
•
FEEDBACK/EVALUATION
Activating Background Knowledge
Word Splash
1. On a blank sheet of paper
write down the words you
know with a definition
and/or picture beside it.
2. Draw a line between words
that are related.
3. On the line write how they
are connected.
4. Write words that you don’t
know on the back.
5. Work with a partner and
small group – learn, confirm
or add to your
understanding.
Word List
1. Vocabulary
2. Gap
3. Instruction
4. Intervention
5. Conspicuous
6. Context
7. Semantic map
8. Strategic
integration
9. Mediated
scaffolding
10.Lexicon
Activating Prior Knowledge Debrief
• What do you do when
you don’t know a word?
(understanding)
• What do you do to learn
a new word? (become
part of your lexicon)
New word learning strategies:
-Word analysis
-Contextual guessing
-Look at visuals
-Use a glossary, dictionary, or a
thesaurus
-Translate
-Ask someone
Remembering Words:
-Intentionally using it
-Looking at a reference
-Word Association
-Picture Association
-Repetition in Context
-Mnemonic Devices
-Making charts, posters, labels
All Thumbs! Effective Strategies?
The following are good vocabulary teaching
strategies
–Thumbs up, down or sideways?
•
•
•
•
•
•
Hearing the teacher use words
Saying the word over and over again
Looking at a word and its definition and
remembering
Looking up words in a dictionary, writing
definitions and a sentence
Being shown a vocabulary learning strategy
and using it independently
Matching a picture to the word
Activity Created by Gilmour, J., Salmon, K. and Shaw, K.
What does it mean to know a word?
When you know a word in what ways do you know it?
1. Recognize when you hear it
2. Recognize when you see it
3. Say it
4. Spell it
5. Write it
6. Know a meaning
7. Know a range of meanings
8. Know prefixes and suffixes
9. Know word forms
10.Know grammatical forms
Adapted by Kathy Salmon from Cheryl Boyd Zimmerman, Word Knowledge: A Vocabulary Teacher’s
Handbook
What does it mean to know a word?
11. Know synonyms and antonyms
12. Know typical related words, associations, acronyms,
etc.
13. Know cognates
14. Know collocations
15. Know derivatives
16. Know limits of words
17. Know it’s frequency of use
18. Know when to use it (register)
19. Can understand it in different contexts
20. Can use it in many contexts
Adapted by Kathy Salmon from Cheryl Boyd Zimmerman, Word Knowledge: A Vocabulary
Teacher’s Handbook
Depth of Word Knowledge
1.
Unknown Word: Students do not recognize the word when they hear or read
it. (They may not read yet)
2.
Recognition without understanding: Students recognize the word and may be
able to pronounce it, but they do not know what it means
3.
Basic Word Knowledge: Students have low level of word understanding. The
word is understood through reading in context or simple definitions or by
listening to an oral explanation.
4.
Partial Concept Knowledge: Students have moderate knowledge of the core
meaning of the word. Multiple meanings of the word in different contexts and
various forms of the word (affixes) are understood through explicit instruction
and word play. Students produce forms of the word in their speaking and
writing
5.
Full Concept Knowledge: Students have full understanding of the word in a
variety of overt and implicit contexts . Through exposure to explicit strategies
for connecting and extending words students are able to integrate words
meaningfully, extend definitions, and play with multiple meanings and word
families.
Adapted by Kathy Salmon from Kelly Buis, Making Words Stick, 2004.
http://www.stenhouse.com/pdfs/8174ch01.pdf
All Thumbs! Effective Strategies?
The following are good vocabulary teaching
strategies
–Thumbs up, down or sideways?
•
•
•
•
•
•
Hearing the teacher use words
Saying the word over and over again
Looking at a word and its definition and
remembering
Looking up words in a dictionary, writing
definitions and a sentence
Being shown a vocabulary learning strategy
and using it independently
Matching a picture to the word
Activity Created by Gilmour, J., Salmon, K. and Shaw, K.
Depth of Word Knowledge - Practice
GIMME 5!
Rate your knowledge of these words:
• School
• Recycling
• Extemporaneous
1.
2.
3.
4.
5.
Unknown Word
Recognition without understanding
Basic Word Knowledge
Partial Concept Knowledge
Full Concept Knowledge
Adapted by Kathy Salmon from Kelly Buis, Making Words Stick, 2004.
http://www.stenhouse.com/pdfs/8174ch01.pdf
Article Jigsaw
DIRECTIONS
- Get in a Home Group of 4
- Number off 1, 2, 3, 4 into your
Expert Groups
- Get in your Expert Groups
- Read the following pages
Expert 1 – Pages 1 – 4
Expert 2 – Pages 4 – 7
Expert 3 – Pages 7 -10
Expert 4 - Pages 10 – 13
- Summarize your 3-4 pages
- Return to Home Group
- Report 3 minutes per expert
Reference: “Vocabulary
Acquisition: Curricular and
Instructional Implications for
Diverse Learners”
by Scott K. Baker, Deborah C.
Simmons, Edward J. Kameenui
http://idea.uoregon.edu/~ncite/doc
uments/techrep/tech14.html
“Vocabulary Acquisition Curricular and Instructional Implications for Diverse Learners.”
by Scott K. Baker, Deborah C.
Simmons, Edward J. Kameenui. University of Oregon http://idea.uoregon.edu/~ncite/documents/techrep/tech14.html
Getting Ready to Teach
• Step 1: Identify key concepts (C, P, PContent, process & product)
• Step 2: Identify key vocabulary (think 5 types).
(C, P, P )
• Step 3: How will learners demonstrate what they
know? What is the assessment? (C, P, P)
• Step 4: What are the learning experiences? Do
they align to the profile of the learners?
(C, P, P)
• Step 5: Add 4 phases of Vocabulary Instruction to
the instructional sequence of the unit
(C, P, P)
Step 1: Identify Key Concepts
Division Example
Grade 6 Democracy
Key Concepts
 Democracy
 Electoral Process
 Citizenship
 Evolution of Democracy over
time (Historical models of
democracy: ancient Athens
and the Iroquois Confederacy)
Learner Profiles
GRADES 4-6
Level 1: Beginning
• Understands and uses basic words in simple sentences.
Level 2: Developing
• Understands and uses more familiar, descriptive and some
academic words in simple sentences.
Level 3: Expanding
• Understands and uses some descriptive and academic
words in longer detailed sentences.
Level 4: Bridging
• Understands and uses more descriptive and academic words in
complex sentences.
Level 5: Expanding
• Understands and uses a range of synonyms, antonyms,
adjectives and adverbs in a variety of sentence structures.
Step 1: Identify Key Concepts –
Practice Division Example
Key Concepts
 Democracy
 Electoral Process
 Citizenship
 Evolution of Democracy
over time (Historical
models of democracy:
ancient Athens and the
Iroquois Confederacy)
• Identify aspects of
the key concepts
and levels of
language ELL’s will
use to
demonstrate their
understanding.
Step 1: Identify Key Concepts - Practice
For an upcoming unit
that you will be
teaching identify the
Key Concepts



• Identify aspects of
the key concepts
and levels of
language ELL’s will
use to
demonstrate their
understanding of
the key concepts.
Step 2: Identify Vocabulary
5 Types of Vocabulary
• Subject specific- can also be in context-defined
• Context-defined –multiple meanings- transferable words
across subjects e.g.; “role”, noun clusters; e.g., ”global
warming”
• Academic Words – language of thinking processes required
to do academic tasks; e.g., “ compare”, “contrast”
•
Connectors – words and phrases used to show the
relationship of ideas; e.g., ”whereas”, “the most important”
• Figurative Language – words that go beyond the literal
meaning
Step 2: Identify Vocabulary
Division Example
5 Types of Vocabulary Practice
• Subject specific
• Context-defined
• Academic Words
•
Connectors
• Figurative Language
Compare
Premier
However
Federal
Democracy
Put your foot
down
…differs from…
Bill
Treaty
Role
Election
Campaign
Explain
Read this sentence and identify words which
represent the following vocabulary types
In a democracy, citizens take a responsible role to speak up about
government decisions, however some citizens will put their foot down and
clearly explain why they think their opinion is best for the country.
• Subject specific
• Context-defined
• Academic Words
•
Connectors
• Figurative Language
Step 2: Identify Vocabulary
Division Exampled
5 Types of Vocabulary Practice
• Subject specific
• Context-defined
• Academic Words
•
Connectors
• Figurative Language
“ In a democracy, citizens take a responsible role to speak
up about government decisions, however some citizens will
put their foot down and clearly explain why they think their
opinion is best for the country.”
Step 2: Identify Vocabulary
Division Example
5 Types of Vocabulary Practice
Subject specific- government, provincial, federal, democracy,
treaty, election, confederacy, mayor, alderman, premier,
prime minister, local, municipal, citizens, historical, physical,
political, vote, petition, Canadian Charter of Rights and
Freedoms, by-laws, equity, fairness, justice, identity,
consensus, campaign, bill
Context-defined –local, election, issues, vote, by-laws, equity,
fairness, justice, identity, consensus, press, block, news
story, press release, checks and balances, bill, change, role,
volunteer, premier
Academic Words – recognize, compare, contrast, point-of view,
bias, opinion
Subject Specific Vocabulary for ELP levels
government,
provincial, federal,
democracy, treaty,
election, confederacy,
mayor, alderman,
premier, prime
minister, local,
municipal, citizens,
historical, physical,
political, vote,
petition, Canadian
Charter of Rights and
Freedoms, by-laws,
equity, fairness,
justice, identity,
consensus, campaign,
bill
Which words for which level?
ELP 1/2
citizen, vote, politics, party,
election, provincial, law
ELP 3 democracy, treaty,
campaign, by-laws, fairness,
equity, identity
ELP 4/5 confederacy,
alderman, municipal,
petition, Charter of Rights
and Freedoms, consensus,
justice
Step 2: Identify Vocabulary
Division Example
5 Types of Vocabulary Practice
Connectors – in both cases, however, similar, difference,
is like, is differs from, also, as well, on the other hand, in contrast, while,
unlike
Figurative Language –
• “beating around the bush”
• “get off the hook”
• “more than meets the eye”
• ”put your foot down”
• “pull the wool over your eyes”
• “make a federal case out of something”
• “roast”
• “on the fence”
• “in the doghouse”
• “put all your eggs into one basket”
• “head of state”
Step 2: Practice Identifying Key
Vocabulary
• For an upcoming unit
that you will be
teaching identify key
vocabulary.
• Subject specific
• Context-defined
• Academic Words
•
Connectors
• Figurative Language
Step 3: Select Appropriate Products
POSSIBLE
PRODUCTS
Diagrams
Dioramas
Posters
Plays
Power Points
I Movie
Essays
Newspapers
Website
Cartoons
Brochures
Stories
Letter
Poems
Personal Dictionaries
Art work
Musical Works
Debate
Advertisement
Survey
Simulation
Photo Essay
Dance
Created object
(baked, sewn, modeled,
sculpted, built etc.
Adapted by K. Salmon from C.Tomlinson
Game
Multi-media
Video
Charts
Graphs
Display
Demonstration
Data Collection
Data Analysis
Collection of
resources
Collection of
objects, images
etc.
Step 4: Select Appropriate Content and
Processes for Learning
POSSIBLE
CONTENT
•
•
•
•
•
•
•
•
•
•
•
•
•
Videos
Demonstrations
Experiments
Presentation
Lecture
Books
Websites
Digital Media
Discussion
Realia
Visuals
Maps
Case Studies
POSSIBLE PROCESS
POSSIBLE PROCESS
•
•
•
•
•
•
•
•
•
•
•
•
•
Matching
Sorting
Calculating
Problem solving
Graphic Organizers
Timelines, graphs,
chart, picture etc.
interpretations
Cooperative Groups:
Literature Circles,
Reciprocal Teaching,
QAR, Focused
Conversations
•
•
Guided Reading
Writing Process
Research
Inquiry process
Interview, survey
Planning projects,
processes to
complete products
Building structures
etc.
Creating objects, art,
music, drama
3 Opportunities for Integrating
Vocabulary Learning Strategies
Activating
Prior
Knowledge
Explicit
Language
Instruction
Intentional
Recycling
Activating Prior Knowledge
What is it?
• Prior knowledge is a combination of a learner's preexisting attitudes, experiences, and knowledge.
Why is it important?
• A student’s schema, or knowledge of the world, affects
his or her understanding of subject matter and provides
a framework to help make sense of new information.
• Prior knowledge also assists students with recall,
enabling them to elaborate upon a topic.
• Prior knowledge allows students to make inferences
about their reading and directs their attention to
important information.
http://www.alaskacc.org/ELLPriorKnowledge
Building Background Knowledge
What is it?
• Building background knowledge is necessary when the
student has limited or no prior attitudes, experiences or
knowledge.
Why is it important?
• A student’s schema, or knowledge of the world, affects
his or her understanding of subject matter and provides
a framework to help make sense of new information and
therefore it is important to create a base of knowledge
and experience for students to build a schema and
develop a framework for thinking.
http://www.alaskacc.org/ELLPriorKnowledge
Strategies for Activating Prior
Knowledge
•
KWL
•
Brainstorming: facts, ideas, opinions, misconceptions, questions
•
Asking questions to determine knowledge
•
Word Splash (Semantic Mapping)
•
Interpretations of pictures
•
Interactive discussions/interactive lectures
http://www.cast.org/publications/ncac/ncac_backknowledg
e.html
http://www.alaskacc.org/ELLPriorKnowledge
Strategies for Building Background
Knowledge
• Pre-teach vocabulary
• Provide an interactive learning experience including
• Realia
• Demonstration
• Exploration
• Video
• Story
• Field trip etc.
• Provide:
• definitions of difficult vocabulary,
• translations of foreign phrases, explanations of difficult
concepts.
• previews of narrative texts that included a plot synopsis,
descriptive list of characters, and definitions of difficult
words in the story.
• Opportunities for reflection and recording
http://www.cast.org/publications/ncac/ncac_backknowledge.html
http://www.alaskacc.org/ELLPriorKnowledge
Division Example for Activating
Prior Knowledge
Activating Prior
Knowledge: Connect
student’s prior
knowledge to the
concept of
“citizenship”.
Student Responses:
Strategy: Brainstorming
•
Question to students:
How is citizenship
demonstrated at
school?
•
•
•
•
•
•
•
•
We take turns.
We share.
We clean the school yard.
We are making a garden for
our school.
We are turning off the lights
and computers.
We have class jobs.
We make decisions on
student council.
We vote on class events.
We belong to choir,
intramurals, chess club etc.
Division Example for Activating Prior
Knowledge - Align to ELP
Which ELP level would make these comments during the
brainstorming?
•
•
•
•
•
•
•
•
•
We take turns.
We share.
We clean the school yard.
We are making a garden for our school.
We are turning off the lights and computers.
We have class jobs.
We make decisions on student council.
We vote on class events.
We belong to choir, intramurals, chess club etc.
Division Example – Building Background
Knowledge - Align to ELP
• Select a book to read to the class on citizenship like “Tops
and Bottoms” by Janet Stevens.
• Hold a class discussion about citizenship.
• Then re-connect to list class brainstormed and review how
those items are examples of being a good citizen.
Practice: Building Background
Knowledge
• Think of an upcoming unit that you will be teaching.
Select the most appropriate building background
knowledge activity.
• Modify and adapt the activity to your context.
• Think about the ELP of your students and modify
accordingly.
Practice: Activating Prior Knowledge
• Select one of the
Activating Prior
Knowledge or
Building Background
Knowledge Strategies.
• Create a visual that
explains or is an
example of that
strategy.
• Identify the ELP level
of this strategy.
Interpretation of a picture
BREAK
Six minutes!
Listen to the music for your cue to return
.
3 Opportunities for Integrating
Vocabulary Learning Strategies
Activating
Prior
Knowledge
Explicit
Language
Instruction
Intentional
Recycling
Explicit Language Instruction
What is it?
• Explicit Language Instruction is also known as direct
teaching. It often involves vocabulary, grammar, syntax,
conventions etc. It is most effective when it is taught in
context.
Why is it Important?
• ELLs at all proficiency levels require explicit language
instruction, practice and feedback as they are acquiring
English.
• Note: Learning vocabulary is not just bound to the word level
– it is about making or understanding meaning in the
context. (Depth of Word Knowledge)
Strategies for Explicit Language
Instruction
• Labeled pictures, diagrams, charts, graphs, maps
(visual with words and definitions)
• 3, 4, 5, 6, 7 Point Models: (word, picture, definition,
synonym, sentence, example, non-example)
• Flash Cards (word, picture, definition)
• Anchor Charts (group generated chart of new words,
pictures, and how they are related)
• Word Analysis (affixes, derivations, connotations)
• Categorizing (Sorting into labeled charts)
• Matching (synonyms, antonyms, definitions)
• Relating (Grids (matrix with meanings and word
features), Clines (words on a continuum to show
degree), Clusters (words grouped around an idea)
Division Example for Explicit Language
Instruction
To learn about an election
Strategy – Anchor Chart
1. Read “Vote” for Duck by Doreen Cronin with students.
2. Pause at various points to collect relevant words on a chart
with a picture and synonym or simple definition e.g. (election,
vote, poster, register, ballot, polling booths, tally votes,
results, campaign).
3. After reading the book, discuss what happened to duck.
Encourage students to use the words from the chart as they
share their ideas. Write down the sequence of the story as
the students tell it. Have students re-tell the story to
partners to practice using the words.
4. Create an anchor chart which shows the words, meanings and
relationships.
Division Example – Anchor Chart for
Explicit Language Instruction
•Candidate
•Speech
•Posters
•parades
•Candidates
•Registered voters
•Ballot
•Polling booth
•Voters
•Tally
•results
Campaign
Voting
Election
Voters
•Citiizens
•Valid ID
•Register
•Polling Booth
•Mark ballot
Division Example for Explicit Language
Instruction
Strategy – Word Analysis - Affixes
Word: Elect
• Verb
– Elect
– Elected
– Electing
– Re-elect
• Noun
– Election
• Adjective
– Elected party
– Electoral Candidate
WORD WALL for Explicit Language
Instruction
There is an expectation that all students will understand the
concepts, however vocabulary expectations will differ; e.g. An
example of “democracy” for an ELP one might be “fairness”. ELP
five may use the word “equity” whereas an ELP one would use
the term “equal”.
Teachers can maintain on-going vocabulary as classroom
artifacts through the use of a word wall. The purpose is for
students to use as a reference.
Target Words for ELP levels
ELP One – “vote” “mayor” “fair” “equal”
ELP Two – “government” “citizen”
ELP Three – “local” ,”provincial”, “federal”
ELP Four –”democracy”
ELP Five – equity
Practice
• Select one of Explicit Language Instruction Strategies.
• Model the strategy. (Pick words to use with the strategy).
• Think about the words that you want to teach and the
suitability of the strategy. i.e. ‘often’ is best taught in a cline:
never, rarely, sometimes, often, always
• If teaching nouns a suitable strategy would be to use flash
cards as demonstrated below.
3 Opportunities for Integrating Vocabulary
Instruction into a Learning Experience
Activating
Prior
Knowledge
Explicit
Language
Instruction
Intentional
Recycling
Intentional Recycling
What is it?
• Recycling is the intentional repetition of key vocabulary
throughout the unit.
Why is it Important?
• Students must be exposed to words 50-80 times and use it 7
times for it to become part of their lexicon.
• Students must be provided prompts, scaffolds and expectations
to use new vocabulary.
• Note: Students learn new vocabulary with the teacher, they
practice using the vocabulary with scaffolding and then to
independence.
Strategies for Intentional Recycling
Word Play
• Odd man out
• Close exercises with word banks
• Word search
• Crossword puzzles
• Games: who am I? Hang man, Jeopardy, Riddles
• Mnemonic Devices
Instructional Opportunities
• Spelling, Dictation
• Journals
• Seek, find, replace (Jail words, Said is dead)
• Word wall, anchor charts
• Models and Templates
• Graphic Organizers (Venn Diagrams, Frayer Model, Tcharts, Timelines, Narrative and Expository Planners)
Strategies for Intentional Recycling
• Word Wall with 3-point Strategy, a visual, a
•
synonym/example and a definition
Division Example for Recycling:
Classroom Talk supported with scaffolds
• Use the language of democracy and citizenship in
everyday classroom experiences; e.g.; Teacher selects
two to three target words (“premier”, “citizens,
“change”) to be used throughout the day during
everyday classroom conversations. The teacher may say,
“As your premier today, I will be asking you as citizens to
investigate some premier changes for class dismissal.”
• To accommodate various ELP levels a teacher may use
visual cues to support understanding. e.g., point to the
printed word, gestures, visuals.
• Teacher expectations of student responses will differ
according to the ELP level.
Division Example for Recycling:
Classroom Talk supported with
scaffolds
Have students use specific language to engage as
positive citizens in a class meeting to make a
decision about playground equipment. Teacher asks
question: Who votes us sharing the equipment?
Students respond with:
Making a Democratic Decision
• ELP Level 1 & 2 – “I say yes.”
• ELP Level 3 – “I have decided to vote yes for sharing the
equipment.”
• ELP Level 4 – “ I will vote no for sharing the equipment
because some students are not sure what “share” means”.
• ELP Level 5 – “I will make a chart to show how we will share
the three kinds of equipment we have.”
Practice: Intentional Recycling
• Select a Recycling Strategy.
• Share what the strategy is
and how you would use this
strategy effectively.
Describe
Strategy
• Different word searches and
crossword puzzles can be created
for various ELP
Levels They can be used as
independent practice when
students have finished their work,
and/or for homework.
• Record on a chart
supports/adjustments for ELP
levels 1-5 for the strategy.
ELP
1
ELP
2
ELP
3
ELP
4
ELP
5
BREAK
Six minutes!
Listen to the music for your cue to return
.
4 Opportunities for Integrating Vocabulary
Strategies into a Learning Experience
Activating
Prior
Knowledge
Explicit
Language
Instruction
Intentional
Recycling
Intentional
Spiraling
Intentional Spiraling
What is it?
• Intentional Spiraling is expanding word knowledge and
applying word knowledge in new contexts
Why is it important?
• It involves students being able to use and understand
words and make connections in different subjects as well
as in their personal life experiences.
• Note: Lower proficiency students may not get to this
phase. Some younger students may not be at the
developmental stage to expand or extend word
knowledge. Some older students with limited proficiency
may need additional scaffolds to expand or extend their
word knowledge.
Strategies for Intentional Spiraling
Word Play
• Muddled Sentences
• Gapped Text
• Ghost Definitions
• 5, 4, 3 Technique
• Deconstruction
Instructional Opportunities
• Affixes
• Word Family Grid
• Grids, Clines and Clusters
• Word Splash
• Writing
• Projects
Division Example for Intentional
Spiraling
Students demonstrate application of the concept of “citizenship” in a new context e.g.;
“responsibility to be good citizens of the environment”.
ELP One – Create posters for the school demonstrating environmental
responsibility and respect for the classroom, school and playground.
Students will be encouraged to use words from classroom
references.
ELP Two – A teacher assigns a student to playground clean-up. The student is
expected to independently ask other students to help with the cleanup and to approach office staff to request clean-up supplies.
ELP Three - The student will explain to fellow classmates why it is important to
take care of our environment.
ELP Four – The student will visit other classrooms to speak to fellow students
about pride in keeping a tidy playground and school.
ELP Five – Students will write skits and collaborate with fellow students to use
for PA. announcements and/or for performance in assemblies. E.g.,
How to protect our environment and be a global citizen in caring for
our world.
Return to Word Splash
Word Splash
1. On a blank sheet of paper
write down the words you
know with a definition
and/or picture beside it.
2. Draw a line between words
that are related.
3. On the line write how they
are connected.
4. Write words that you don’t
know on the back.
5. Work with a partner and
small group – learn, confirm
or add to your
understanding.
Word List
1. Vocabulary
2. Gap
3. Instruction
4. Intervention
5. Conspicuous
6. Context
7. Semantic map
8. Strategic
integration
9. Mediated
scaffolding
10.Lexicon
All Thumbs Up!
Use the information from the session.
How do you make these strategies better?
•
•
•
•
•
•
Hearing the teacher use words
Saying the word over and over again
Looking at word and definition and
remembering
Looking up words in a dictionary, writing
definitions and write a sentence
Being shown a vocabulary learning strategy
and using it independently
Matching a picture to the word
Activity Created by Gilmour, J., Salmon, K. and Shaw, K.
Conclusion: Independent Word Learning
Strategies for Students
Question to Ponder???
Ask yourself:
Through the vocabulary
strategies I am teaching,
what level of
independence
are ELLs achieving
in word learning?
Evaluation
Please complete the
“Program Feedback &
Ongoing Needs
Assessment 2009- 2010”
for the Calgary Regional
Consortium.