Vocabulary
Strategies
Ruth Lucero
W.a.b.e. 2014
Introducing Vocabulary:
ALWAYS :
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Introduce vocabulary visually
Introduce vocabulary orally
Introduce vocabulary with a context
Introduce vocabulary with meaning
Revisit vocabulary to help retention; review in all forms
1. Introducing vocabulary visually
There are several ways to do this, but they must include the word written out. This visual will give
students the information of what letters are included in the spelling of the word. It will also allow
students who speak a different language to determine if there is a cognate (word that looks similar) for
the word in their native language.
My favorite way is to write the vocabulary words, one at a time, on a large card; large enough so that a
group of students sitting together can all see the word at the same time.
2. Introducing the vocabulary orally
It is important to have the students hear you say the words on your vocabulary list. However, that is
not enough. Students must repeat the word themselves to give them confidence to use it. There are
several ways to do this. When all the students have a list of the words, simply say each word and have
the students repeat the word, one at a time. Repeating this process 2-3 times empowers students to
be more comfortable saying it alone. When the whole group says the words together, no one is put on
the spot and they simply listen to themselves instead of worrying who is saying it how. It works really
well if you have the visual cards and flip the cards, you saying the word, they repeating it after you.
This group work builds unity. It also allows you to focus on listening to see if there are pronunciation
problems and if you need to repeat the words several more times.
3. Introduce the word with meaning
The purpose of learning new vocabulary is to increase comprehension and production. Never forget
that the comprehension of a word is the focus of learning it.
4. Learn vocabulary in context
Vocabulary learned out of context is very quickly forgotten. This means that a simple list of vocabulary
words will stay a very short time in a student’s memory. Those students who can memorize and retain
lists of words either have amazing ability, or have learned how to put context around words in order to
be able to recall them. Context can be created as in science labs and practice or in math application.
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Using Context When Teaching Vocabulary
Whenever possible, create your vocabulary list from what you are already teaching. This is called
vocabulary in context. If you are given words to teach which are not in any context, make every attempt to
incorporate these words into your context.
1. In content classes, go directly to the glossary and find the words that go with your chapter. Make these
the first words to teach. This would include History, Science, Math, Art and many other subjects. Write
these words on large cards or put them into a power point to make the display clear for the whole class
to see.
2. If you are teaching literature, reading or other language arts, find words within your material and use
them to teach vocabulary. Pre-read your lesson and skim for words you imagine will trip up your
students. Giving the list of words to the students and having them repeat the words before they ever
read, gives them confidence to read aloud to the class. You can always add words to your list if you find
others while they are reading.
3. If you find basic level 1 English language learners in your classroom, find a group of words that could
make a topic. For example; in science you might be teaching insects. Use this subject to make a short
list of words for your new language learner that include words like; small, round, legs, antennas, head,
body, feelers, wings, crawl, walk, fly. Make an effort to find several verbs to go with every group of
nouns or adjective. If you get them started on making visual note cards and putting them on a ring, you
will have quick access to vocabulary quiz material or beginning sentence structures. Don’t be surprised
when you find that some of the most common words are words they have not heard or learned before.
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This is the Salt!
Years ago we played this game in our Youth Group. It was fun and frustrating.
Objective: to have students learn how to pronounce words and memorize what the
names of items are.
Divide the class into rows (like train) or into teams. Each team creates a row. The
teacher has a pile of items that are the item that students need to learn. For example;
Ruler, pencil, eraser, paper, notebook, book, calculator etc…
Hand one item to the first person in the row. Say, “This is the pencil.”
The student responds, “The what?”
The teacher says, “The pencil.”
The student then hands the pencil to the second person and says, “This is the pencil.”
The second student says, “The what?”
The first student turns back to the teacher and says, “The what?”
The teacher says, “The pencil.”
The first student turns to the second student and say, “The pencil.”
Basically, the first person in the row is the only one who remembers the name of the item. Therefore, every time the
item moves, the students have to return the question to the first person in the row, asking “The what?”
As soon as an item makes it to the back of the row, the teacher begins with a new item. The goal is that each row goes
through the names of 5-10 items, while the students repeat, listen, repeat, and pass and learn the name of the item.
If the students are up for the challenge, you could start one item at each end of the row and the students see if they
can successfully pass their item past the item coming toward them. It makes for lots of laughter and some frustration.
Variations include using card with words on them or pictures of land formation, animal parts, tools, famous people in
history etc…
Prep time: 5 minutes
Whole class participation score: *****
Materials needed: picture vocab cards
or realia
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Using note-cards
Competition
This activity is best when you have a variety list of words that are produced regularly, (every chapter or every
week) and the pack of vocabulary cards is used constantly and regularly. They are most effective if they are
context based, like a literature book you are reading or a science class where you might be going over animal
parts, kinds, functions etc…
Each student has a pack of index cards. These are divided into four sections to allow for 4 different words on
each card. On one side of the card they write the word, on the back of the card they draw an illustration* that
will help them remember the meaning of the word. Making these cards is considered homework. (If you assign
this, you will need to give credit for the work and take time to check them or the students will not complete
them.) In order for students to be successful when making the cards, they need to have a word with a
comprehensible definition on a word list (glossary list) to take home with them. Teacher selected words from
a piece of literature is also valuable.
Student punch holes in the corner of their cards and put a binder ring through the hole. Using rubber bands to
keep cards together works but is not best because numerous cards get lost. Make sure that the illustrations all
face the same way and the words face the same way. It you want to save time, you can allow students to
simply write the definition on one side and the word on the other side. Drawing an illustration required higher
level thinking and usually gives students more options for practical application.
In class, students are given partners. The partners hold each other’s cards, showing only the illustration (or
definition.) Set the timer for 2 minutes and have students see how many words they can say correctly before
the timer rings. They then document this number in the back of their class journal. Give each student a turn.
When the students get the hang of this, it takes a very short time to do and is a great entry task. The back of
their journal has a chart where they write the date, the time taken, the number or words correct and the
chapter where the words came from.
NOTE: It is an easy way to show growth as you look at the first round word count, to the end of the
chapter word count. Use your class list to make a chart with student names on it. Write the date and
the chapter number on one column. The second column is used for students to predict their growth for
the next 2-3 weeks and the third column is used to write down their number of words per minute at
the end of the unit. The students are asked to fill in their own chart columns. I simply put it on a clipboard and pass it around the room. This is then excellent evidence of growth for TPEP evaluations.
*I always allow students to use clip art for their illustrations. For some it is fun but for others it is more work
than a quick sketch.
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Partnering Words 0r Opposites Attract
When going through an introduction to vocabulary lists, it is helpful to bring down the
number of words by making word partnerships.
These partnerships can come in different forms.
Opposites:
Similarities:
rural
urban
ample
abundance
mimic
parody
distinct
diversity
Root:
predetermine
determination
Prefixes:
irreverent
irrelevant
Work together:
bones
joints
window
door
It is great to make notecards with more than one word on them, especially when the words are related. This
helps students who are not great artists and often use symbols instead of fancy pictures.
bone
joint
Short
Tall
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I have – Who has?
(from Alma Chacon)
Objective: to practice and review vocabulary words by reading aloud to their classmates
Each student is given a “Packet card” with a word, and, the definition of a different word inside the two packets. This
activity takes a short time to play if students are at the end of the vocabulary practice and may take twice as long if
students are just beginning this unit.
Student says “I have crevice.” “ Who has the front of the boat?”
The student with the correct vocabulary words will say “I have prow.” “Who has a cloud hanging over the land or
water?”
The student with the correct vocabulary word will say “I have mist.” “Who has a fight?”
Etc… “I have brawl.” “Who has a person who talks about himself a lot?”
“I have braggart.” “Who has a crack in the rock?”
This activity can be used with pictures and words, Math equations and answers, two different languages; and a host of
other word lists. It is necessary to make two sets of notecards. This will allow you to ask the students to flip the card
over and do a second round. Because this can take time, make sure to save the cards you make.
It is also important that the cards go in order or you will not complete the round and you may well go in a circle with
only a few students engaged.
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Poster Vocabulary Building
This activity works best when there is a large group of vocabulary
words that are very inter-related. I use it during my shopping unit
where you go to different stores to shop for a variety of items.
Materials needed: large butcher paper, box of markers, crayons or
pencil crayons and tape or a stapler to post the work on walls of the
room when they are done.
Divide the class into groups of 3 or 4 students. Cut a large piece of butcher paper from the rolls
in the work room; one for each group. On the corner of the paper, write the topic they will
diagram. Then give each group one large paper and tell them that the luck of the draw is what they
will be drawing.
Give the expected amount of words that are to be represented on their poster. For this project,
request more pictures, rather than nice pictures, so 15-20 and often give double credit if they
include verbs or actions. When you give them the time allotment, allow for at least 15 minutes at
the end of the class after they have hung their pictures. It is ok to double up the posters so the
topic is repeated.
Examples of topics:
Science: rain forest facts; plants, animals, insects, atmosphere
Language Arts: settings from different stories; illustrations of characters
Math: conversion charts
Social Studies; countries – industry, culture, government, land forms, etc…
When time is called, hang all the posters and have groups stand by their own poster. Using the
timer, allow each group to move around the room, looking at the work their peers have done,
saying the vocabulary words aloud together and memorizing the vocabulary words. The following
day, have students repeat the walk around the room, repeating words and identifying pictures.
When you give the vocabulary quiz, make sure to cover or take down the poster.
Prep time: 5 minutes
Student participation: ***
Retain information:****
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The Train
The idea of this activity is using your desks in rows as teams. If you have desks set in
squares, a team of 4 going around a table works fine, as long as you enforce that only
the person whose turn it is, is allowed to speak or write. To ensure participation of
ALL students and EVERY student, be careful to make consequences for teams where they don’t allow each student a
turn.
The train can be used orally as well as written.
This works in a way that the first person asks
a question and the second person answers
the question, then turns and asks a variation
of the question to the next person who must
answer and then turn to the next person. You
can time this by the completion of the
number of different questions or the
participation of all the students on the team.
For example:
Who is tall? –
Sally is tall - Who is funny?
John is funny – Who is tired?
Mary is tried – etc…
The concept is usually based on a strip of paper. It begins at the front of the
row and must travel to the back. It can then be carried to the person in front
and the task can continue or be complete, as preferred by the vocabulary
words.
For example:
Teacher; “You must write a verb about (school) and pass the paper to the next
person. Keep it moving until the timer rings. You don’t get credit for repeated
verbs.”
You can do this with: verbs, adjectives, places, land formations, body parts,
sports, etc…
To calculate the number of points a team gets you have the longest list read
aloud. When another team has the same word, both teams must strike
through the word. When all teams have read their words, you count only the
words that no one else got. Or you give 1 point for words that are repeated
and 2 points for words no one else used. You can also doc points for words
used that do not fit the category.
This can be used to review, introduce a new concept, or close a period with a
quick review. You can also play a second round where they must add another
word to one already on the list; for example; if the first list is verbs, add an adverb. If the first list was nouns, add an
adjective. If the first word is a state, add a capital.
Prep time: 1 minutes
Whole class participation score: *****
Materials needed: small paper for each
student
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Three Point Sentences Game
This game is very popular and will quickly let the teacher know if the students have REALLY learned and understood the
vocabulary words. The object of this game is to have students use vocabulary words in sentences where the meaning is
imbedded in the sentence. When the game is played well, ALL students participate. All vocabulary words should be
written on index cards large enough for the students to see.
1. Divide the class into teams. (No less than 4 people on a team and all teams with equal number of students.)
2. Read through all of the vocabulary word together one time. (This gives students a refresher on pronunciation
and gives them more confidence.)
3. Shuffle the cards and place them face down.
4. Draw a card from the top of the pile and ask the 1st member of the 1st team to create a sentence using the word
on the card.
5. Give points according to the quality of the sentence.
POINTS:
3 - Points if the sentence has the context clearly imply the meaning of the word
2 – Points if the sentence is a definition or a correct sentence but without enough clues to find meaning
1 – Point if the students says the word correctly and uses a sentence like “I don’t know the meaning of the word
_______________.”
*If the student chooses to use his/her team to help create the sentence, they must go down one point. In other words, if
their teams helps with the sentence and it is a 3 point sentence they can only get 2 points. However, never give less than
1 point. ALSO make sure that the original student gives the sentence and not one of the other students.
*Decide what exceptions you will allow. It is good to allow verb adaptations to past tense or adding an s for third person.
It is not always a good idea to allow an adverb to become and adjective; like slowly changed to slow.
*If you have a new ELL student in the class, always include them and if you know their language, adapt points if they can
say it in their primary language, if they can give a similar word in English etc… Help them with pronunciation and keep
them in the game. They often do well; and it is ok to give new students the right for 3 points if they simply use the word
in a sentence.
Example:
“Concise”
3 points “She is very concise when she counts her money so that there will be no mistakes.”
2 points “I like to be concise.” Or “Concise means to be exact.”
1 point “Concise” “I don’t know what concise means.” (Require them to say the word, don’t let them get away by simply
saying “I don’t know that word”.)
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Vocabulary Bingo
(from Royal High School)
Objective: to review vocabulary words and definitions
Ask students to fold a piece of paper into squares. (About 16 boxes)
Then they open their paper and write down the vocabulary words from the list. The teacher walks around the
room and reads the definition of a word, but does not give the word. The students mark their answers with a
symbol (a star 0r a heart) and when they have a complete row, they call, “Bingo!”.
A variation of the game could include the concept that the teacher gives a sentence with the vocabulary word
missing and the students have to know the word to place the symbol in the box.
The reason for the symbol is that you can use the same sheet to play several games by simply using different
symbols for each game so they know which ones count this time. For example, Monday use a star, Tuesday
use a heart, Wednesday use a shamrock, etc.
*This is a game that will work better if you give prizes.
Prep time: students need 5 min. to
fold the paper and write words
Whole class participation score:
*****
Materials needed: 1 sheet of paper
per student and vocabulary with
definition for teacher
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