Useful Strategies for Teaching Vocabulary
All vocabulary instruction should be purposeful and meaningful. Here are some practical strategies for teaching vocabulary effectively:
Words in Context
One strategy found in Allen’s book is on page 55 and is titled, “Words in Context”. This organizer helps students see the word in the context, break it up into words or pieces that they know how to say or what they mean and the parts that they are unsure about. Then the reader defines or explains what the known and unknown pieces are (either through context clues, using a partner, asking an adult, another resource etc.) in the boxes and finally makes connections between these pieces/this word and other words like it. The organizer then gives a space for a final conclusion or explanation of the word and how it connects to other words.
Attack the Words
In addition, the above strategy connects to Janet’s strategy earlier in the book (page 22) of attacking the words. She encourages teachers to help students attack words through the contextual clues as well as attacking the word by breaking it down into the pieces that it contains. By breaking a word down into understandable pieces, the reader can better gain the new understanding by not being confused by what they already know. Her first step is for them to ask themselves one of two questions, “Do I know the word?” or “Do I need to know the word?”. After answering these questions, the students then move into how to better understand or find meaning of the word. The attached diagram is what the teacher would first model for her students and then give to her students as a resource as they “Attack the Words” in their reading. Students, with time, would then be encouraged to have these questions and this graphic memorized to use as a strategy when they read.
Concept Attainment
Concepts begin as bits of partial knowledge. Repeated exposure to a concept builds upon it, adding to a person's schema. On page 43, students used a graphic organizer review their knowledge of integration. They listed characteristics of the concept and some characteristics that would not be associated with it. For example, "mixed/together/combined" were listed as characteristics, while "racism/separated" were listed as not. Students then shared their ideas with the class. Combining this information, students formulate their own definition of integration. From this, they list some examples of integration, other words related to the concept and some resources to find out more about integration. This activity helps students build upon their prior knowledge and really examine a concept.
Concept Circles
Found on page 96, a concept circle is split into quarters, each quarter containing a word or phrase. Students then must describe the concept to which all the section relate. By doing this, students must determine the meaning of each word, analyze connections among the words, as well as a final relationship that ties them all together. This activity helps teachers see what connections students are able to make from their learning a particular concept.
Linear Arrays
Linear arrays are a visual representation of gradient. Students use a graphic organizer to depict gradient between two related words (p. 52). For example, "freezing" and "boiling" are at both ends of the array, while the words "cool", "tepid" and "warm" fill in the spots between them. Allen discussed how one teacher used this method to expand students' use of adverbs. "Always" and "never" were written on the board and students had to provide some terms found in between. Students were then asked to arrange them in descending order. The finished product looked something like this:
always
certain
frequently
often
likely
probably
more than even
even chance
less than even
occasionally
unlikely
seldom
rarely
never
An activity like this helps students examine subtle distinctions in words.
Words in Context
One strategy found in Allen’s book is on page 55 and is titled, “Words in Context”. This organizer helps students see the word in the context, break it up into words or pieces that they know how to say or what they mean and the parts that they are unsure about. Then the reader defines or explains what the known and unknown pieces are (either through context clues, using a partner, asking an adult, another resource etc.) in the boxes and finally makes connections between these pieces/this word and other words like it. The organizer then gives a space for a final conclusion or explanation of the word and how it connects to other words.
Attack the Words
In addition, the above strategy connects to Janet’s strategy earlier in the book (page 22) of attacking the words. She encourages teachers to help students attack words through the contextual clues as well as attacking the word by breaking it down into the pieces that it contains. By breaking a word down into understandable pieces, the reader can better gain the new understanding by not being confused by what they already know. Her first step is for them to ask themselves one of two questions, “Do I know the word?” or “Do I need to know the word?”. After answering these questions, the students then move into how to better understand or find meaning of the word. The attached diagram is what the teacher would first model for her students and then give to her students as a resource as they “Attack the Words” in their reading. Students, with time, would then be encouraged to have these questions and this graphic memorized to use as a strategy when they read.
Concept Attainment
Concepts begin as bits of partial knowledge. Repeated exposure to a concept builds upon it, adding to a person's schema. On page 43, students used a graphic organizer review their knowledge of integration. They listed characteristics of the concept and some characteristics that would not be associated with it. For example, "mixed/together/combined" were listed as characteristics, while "racism/separated" were listed as not. Students then shared their ideas with the class. Combining this information, students formulate their own definition of integration. From this, they list some examples of integration, other words related to the concept and some resources to find out more about integration. This activity helps students build upon their prior knowledge and really examine a concept.
Concept Circles
Found on page 96, a concept circle is split into quarters, each quarter containing a word or phrase. Students then must describe the concept to which all the section relate. By doing this, students must determine the meaning of each word, analyze connections among the words, as well as a final relationship that ties them all together. This activity helps teachers see what connections students are able to make from their learning a particular concept.
Linear Arrays
Linear arrays are a visual representation of gradient. Students use a graphic organizer to depict gradient between two related words (p. 52). For example, "freezing" and "boiling" are at both ends of the array, while the words "cool", "tepid" and "warm" fill in the spots between them. Allen discussed how one teacher used this method to expand students' use of adverbs. "Always" and "never" were written on the board and students had to provide some terms found in between. Students were then asked to arrange them in descending order. The finished product looked something like this:
always
certain
frequently
often
likely
probably
more than even
even chance
less than even
occasionally
unlikely
seldom
rarely
never
An activity like this helps students examine subtle distinctions in words.