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Presentation on theme: "VOCABULARY STRATEGIES"— Presentation transcript:

WORD PARTS Morphemic analysis Word relatedness WORD ASSOCIATIONS Word association mapping Illustrate & associate Keyword method Synonym & antonym webs CONTEXT Read alouds & questioning Redefinition Meaningful sentence generation Clunk bug CONCEPT Frayer model Concept definition mapping List-group-label CATEGORIZATION Word form chart Word map Word sorts Word books Word hunts The strategies for teaching vocabulary are separated into five categories: Word parts Word associations Context Concepts Categorization These categories will be the focus of the “application” portion of the presentation and will feature specific classroom activities in each category. In the handout section further information on the other activities will be provided.

2 Morphemic Analysis of Word Parts Map
disorganized Parts + Meaning dis organize ed The Morphemic Analysis of Word Parts Map requires students to take multisyllabic words and break them into meaningful parts. Students should discuss the meaning of each part and decide the meaning of the new word in its entirety. Then, students should use the word in their own sentence. Your Sentence Using the Word He was disorganized, he forgot it was his birthday!

Knowing some common prefixes and suffixes, base words and root words can help students learn the meaning of many new words.Prefixes are relatively easy to learn because they have clear meanings, and they are usually spelled the same way. If students learn just the four most common prefixes they will have important clues about the meaning of about 2/3 of all English words that have prefixes. Suffixes are slightly more difficult yet still yield helpful aid to word meanings. Looping Strategy: Display word on board Underline the vowel, identifying the root word Underline the prefix Underline the suffix Discuss the individual parts and their meanings then brainstorm whole word meaning. RESTRUCTURING RE STRUCTURE ING

4 WORD ASSOCIATION MAP synonym antonym teaching Vocabulary word
instruction analogy This strategy taps students’ association and comprehension processing levels. It is intended to help students identify synonyms, antonyms, and analogies for key vocabulary that has been identified for instruction. Word associations, particularly analogies, can be challenging for students. First, introduce analogies using simple concepts. Second, select analogies that initially use synonyms and antonyms and whole-part/part-whole associations. Third, model analogy completion by thinking-aloud, so that students learn the rationale for the word chosen to complete the analogy. Partner Activity: Have the 1’s select a word from one of the books on the table that would be considered either a tier-one or tier-two word and then complete the “map”. When finished they will share the word association map with their learning partner. instruction is to learning as construction is to building

Vocabulary Word Picture of Word silent Brief Definition Antonym/Nonexample This strategy is intended to help students learn vocabulary words through a visual association (picture), an antonym or a nonexample of the word, and a sentence that uses the vocabulary word to convey a personal meaning. This involves a more concrete connection to the vocabulary words, which can create more meaning than dictionary definitions. Partner Activity: Have the 2’s select a word from one of the books on the table and complete the Illustrate & Associate chart. When finished they will share the chart with their designated learning partner. noisy Being very quiet Create your personal sentence The classroom was silent on the weekend.

6 SYNONYM WEB LOOSE wayward detached free immoral vague fluid inexact
Often students are taught that synonyms are words that have the same meaning. This isn’t exactly true, however. Synonyms have similar meanings, allowing us to express the same idea in a variety of ways. With this strategy students brainstorm and use a thesaurus to identify various synonyms. Then the teacher works with the students to determine which words go together. This requires the students to demonstrate an understanding of how the meanings of the words are related. Finally the words are connected on a web to show their relationship. vague fluid inexact flowing

ANITA’S READ ALOUD SLIDE Insert anita’s script

8 A sturdy bag that you carry food in when you go hiking.
CLUNK BUG Canvas bag Definition: CLUNK WORD A sturdy bag that you carry food in when you go hiking. Important supply Holds food haversack The Clunk Bug strategy requires students to identify the vocabulary word and to search the sentence in which the word is located for clues to the word’s meaning. Students use the clues to construct their own definition of the word. Strategy steps: Write vocabulary word on the back of the bug. Look for clues about its meaning from the words in the sentence. Take some of the key words from the rest of the sentence and write them on the legs of the bug. Not all the legs have to filled up. Write student sentence for the meaning of the word in the definition box. Bugs can used to create a “Clunk Bug” word wall. The haversack, a canvas shoulder bag that holds rations, is an important supply for a hiker.

9 FRAYER MODEL Smallest unit of meaning. Vowel sounds “free” or “bound”
Essential Characteristics Non-essential Characteristics Smallest unit of meaning. Vowel sounds “free” or “bound” WORD morpheme Examples Non-examples The Frayer Model is a word categorization activity. Using this model, students analyze a word’s essential and nonessential attributes and also refine their understanding by choosing examples and non-examples of the concept. In order to understand completely what a concept is, one must also know what it isn’t. This version works well with younger children. How to use the model: Assign the concept or word being studied. Explain all of the attributes of the model to be completed. Complete the model with the class. Have students work in pairs and complete their model. Once the diagram is complete, have students share their work with other students. pre-, un-, dis-, -ing, -ies, -er phoneme (ie: u,t,c,e)

What is it like? What is it? (Definition) closed Mathematical shape Plane figure The Word Polygon Straight sides This strategy teaches students the meaning of key concepts. Concept Definition Maps are graphic organizers that help students understand the essential attributes, qualities or characteristics of a word’s meaning. Students must describe what the concept is, as well as what it isn’t and cite examples of it. This process gives students a more thorough understanding of what the concept means, includes, and implies. The mapping process also aids recall. How to use it: Display an example of a concept definition map. Discuss the questions that a definition should answer: What is it? What broader category or classification of things does it fit into? What is it like? What are its essential characteristics? What makes it different from other things in the same category? What are some examples of it? 3. Model how to use by selecting a familiar vocabulary term. 4. Select another familiar term, and have students volunteer information for a map. 5. Have students work in pairs to complete a map for a concept in their current unit of study. 6. After completing the map, have students write a definition of the concept, using information from the map. 7. As a unit progresses, encourage students to refine their maps as they learn additional characteristics and examples. pentagon hexagon triangle What are some examples?

polygons CONCEPT: polygons opposite sides parallel equilateral 4 sided 3 sided x x square x rectangle x x triangle Semantic Features Analysis helps students discern a term’s meaning by comparing its features to those of other terms that fall into the same category or class. When students have completed a semantic feature matrix, they have a visual reminder of how certain terms are alike or different. Students find that the matrix provides a good summary of concept features. How to use: Select a concrete concept. List key vocabulary terms along the left side. Across the top, supply the features that these words might share. Students then place an “X” to indicate if the feature applies to the vocabulary word. Students then explain the rationale to the markings. The explaining and listening to others’ the reasoning enhances their understanding. The students’ understanding deepens as students examine the terms’ similarities and differences. x rhombus x x x

12 WORD MAP ordinary phenomenon An amazing thing that seems impossible.
Synonym Antonym Definition ordinary phenomenon An amazing thing that seems impossible. New word & page number Expression or Association Another form impossible miraculous miracle This map is very thorough and utilizes many aspects of quality vocabulary development. When considering the development and grade level of your students it can be simplified by reducing the number of options. Complete the map in this order New word in center bubble. Original sentence from book. Dictionary definition Synonym and Antonym (non-example) Another form of the word (essential for the learning of morphological features and structural analysis) Student’s unique association which personally engages the student Student creates a sentence using the new word. Sentence from the book Everyone thought the web was a miracle. My original sentence It was a miracle that Anita found her way home.


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