Vocabulary Strategies *additional vocabulary strategies have been coded and embedded in the strategies above Strategy Description Possible Modifications Expert to Expert Students work collaborative to teach each Combine with trading cards other vocabulary terms determined by the *vocabulary teacher or generated by students. Students *comprehending can incorporate pictures, rhymes, actions, associations, etc. Verbal-Visual Divide a square into four sections: 1) write Vocabulary square (like four Word Association the word 2) define the word 3) draw a square synectics box) – visual representation 4) personal word in the middle, extra *vocabulary associations, synonyms, etc. box allows for part of *comprehension speech, antonyms, etc. Frayer Model Graphic organizer that helps students Alternate: essential analyze the definition, characteristic, characteristics, nonessential *vocabulary examples, and non-examples of a word. characteristics, examples, *comprehension and nonexamples Alphabet boxes Students read an article and pull essential complete verbal visual on vocabulary from the text and place in an select vocab or section into *vocabulary alphabet square groups *comprehending write a summary using boxed vocab Vocabulary Use rhyming mnemonics and visual student drawings can be Cartooning mnemonics to analyze a word. on a used as “questions” vocabulary test Ex. A solo dude in solitude (draw picture) Webstretchers Spider-web graphic organizer with a base color coded sticky notes can word part/definition in the center. The web be used for variations of the *vocabulary is expanded adding other words with the same web word (ex. same word part. students can do a gallery walk and add to each other’s chart Connect Three Teacher provides a list of certain prefixes, Point value can be given for word roots, and suffixes. Students then the number of parts used in *vocabulary work in small groups to connect parts and each word—winner gets form words. prize
Vocabulary Strategies *additional vocabulary strategies have been coded and embedded in the strategies above Strategy Description Possible Modifications Expert to Expert *vocabulary *comprehending Students work collaborative to teach each other vocabulary terms determined by the teacher or generated by students. Students can incorporate pictures, rhymes, actions, associations, etc. Combine with trading cards Verbal-Visual Word Association *vocabulary *comprehension Divide a square into four sections: 1) write the word 2) define the word 3) draw a visual representation 4) personal associations, synonyms, etc. Vocabulary square (like four square synectics box) – word in the middle, extra box allows for part of speech, antonyms, etc. Frayer Model *vocabulary *comprehension Graphic organizer that helps students analyze the definition, characteristic, examples, and non-examples of a word. Alternate: essential characteristics, nonessential characteristics, examples, and nonexamples Alphabet boxes *vocabulary *comprehending Students read an article and pull essential vocabulary from the text and place in an alphabet square complete verbal visual on select vocab or section into groups write a summary using boxed vocab Vocabulary Cartooning Use rhyming mnemonics and visual mnemonics to analyze a word. Ex. A solo dude in solitude (draw picture) student drawings can be used as “questions” on a vocabulary test Webstretchers *vocabulary Spider-web graphic organizer with a base word part/definition in the center. The web is expanded adding other words with the same word part. color coded sticky notes can be used for variations of the same web word (ex. students can do a gallery walk and add to each other’s chart Connect Three *vocabulary Teacher provides a list of certain prefixes, word roots, and suffixes. Students then work in small groups to connect parts and form words. Point value can be given for the number of parts used in each word—winner gets prize
vocabulary_strategies.docx