Please enable JavaScript.
Coggle requires JavaScript to display documents.
Vocabulary Supports and Strategies (Features of Effective Instruction…
Vocabulary Supports and Strategies
Word Dictionaries/ Vocabulary Journals
Word Cards
: Students create their own vocab cards using English, first language, and pictures/short definition. Students keep the words with them at all times
Word Walls
: Important words are posted alphabetically on a wall in the room as a constant reference. These words may come from content, books that are read, or topics.
Challenge of Idioms
: Students may confuse idioms because they are figurative not literal
It is best to teach and discuss idioms as they come up in conversation, reading material, and content
The
Amelia Bedilia
books are great for teaching idioms
Word Wheels
visually portray words that are related. The students learn the central word and the words that come around the edge of the wheel
Total Physical Response
: pairs actions with words to convey meaning. The students are actively participating by watching, imitating, and responding to teacher commands
This is a great actvity for EL learners because they do not have to speak. Experience and action is the glue that makes learning stick
Another form of this activity is the game Simon Says
Read Alouds
are instrumental to vocab instruction. Students hear different genres, familiarity with the sounds of English and the flow of written English
List- Group-Label-Map
Students create several new ways to conceptualize and remember new words
Students brainstorm words that are related to a topic. Then the students group the words in lists and label each group
Word Wizard
: students focus on the meanings of words in different contexts outside of the classroom
Features of Effective Instruction
Each new word needs to be the focus at least 10 times or more in different contexts to show the word's meaning
Robust follow-up activities that allow students to use the words beyond simple definitions
Multiple encounters with a word is required before it is really known
If a student's understanding is limited to a single definition, then the many applications of the word will not be accessible
Help students find relationships among and between words
Just knowing the definition may not provide meaning to the word in context
Examples of Vocabulary Instruction
Assessments at the end of the vocab cycle can be choosing the correct word in a sentence using context
Upper grades should allow students the opportunity to explore how language gives meanings and how words mean what they mean
Allow students to interact with the words in a scaffolded manner
Teaching vocab through synonyms is not beneficial for the students
Teachers need to display the words that the students are learning on a wall for easy reference
New words can only truly be learned through use