Analog Vocabulary Strategies
Give students key word choices from teh lesson using this vocabulary development tool. Students use a graphic organizer to categorize their knowledge about a word. Squares with 4 to 6 blocked spaces work well. Resource: http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
Students will comprehend a word better when they get to see it. This is a fun way for the students to show their creativity and how they see what a word means. Students will be assessed by them being able to recognize a word, know the meaning, and draw a picture about it. Procedure: Teacher hands out white paper. The students draw out the vocabulary word in bubble letters on the piece of paper. The students describe the word in their own words. Then the students draw pictures to represent the word. The students should fill up the their paper and leave no white spaces. Resource: Graffiti Writings. (n.d) http://www.keytoteachingsuccess.blogspot.com/2009/07/graffiti-writing.html Gaikwad, P. (2011). Advanced instructional strategies [compendium]. Silang, Philippines: Adventist Institute of Advanced Studies.
Authentic learning means putting the student at the center of the experience. But sometimes, they need a little support, especially when you are introducing new more complicated terms. Using the word wall match-up strategies, students will using problem solving and reasoning skills to match up terms with definitions, and in some cases symbolic representation. Terms are on word wall, definitions can be given in text via book or handouts. Resource: Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling. Upper Saddle River, NJ: Prentice-Hall.
Students design their own cartoon to illustrate their word. Resource: www.vocabularycartoons.com
Give students an opportunity to create a Prefix Reference Chart in their notes. A quick activity at the beginning of the school year can help students breakdown new words based on their understanding of prefixes and root words. Resource: http://learningtasks.weebly.com/vocabulary-strategies.html
K. (Key Word) I. (Information/Definition) M. (Memory Clue/Picture) Your Sentence: Resource: http://www.asdk12.org/MiddleLink/HighFive/KIM/
In this game students form a circle. (If you have a class of about 26 you may want to make two separate circles.) The teacher selects a category and asks students to think of three words that would fit in that category. The teacher gives a ball to one person in the group and directs students to pass the ball to their right, calling out one of their words as the ball is passed to them. The teacher gives 45 seconds to each group to see how many words they can call for the given category. (Variations of this activity can be created too.) Resources: http://busyteacher.org/6824-what-you-can-do-with-a-ball-7-fun-esl-games.html and Pieces of Learning, NCAGT, March 2017
Word Banks are places where students can keep a list of words they have learned so that they can refer to them as needed. Word Banks can be kept in journals or placed on index cards to be used as flash cards. The index cards can also be placed on rings for organizational purposes. Students should be expected to use the words in their writing and their speaking. Resource: http://printables.scholastic.com/printables/detail/?id=43550&Nty=0&_N=0&Ntk=Printables_SI&query=graphic&N=283&No=0&Ntt=graphic
Prediction-Association-Verification-Evaluation (PAVE) Procedure – This procedure encourages students to 1) predict a word’s meaning within the context it appears, 2) consult a dictionary to find the correct meaning, and 3) re-evaluate their predictions. Resource: Bannon, E., Fisher, P., Pozzi, L., & Wessel, D. (1990). "Effective definitions for word learning." Journal of Reading. 1990: 34, pp.301-302.
Students are asked to generate a list of words, group them according to their similarities, then label the group. Resource: http://kms.sdcoe.net/getvocal/111/version/default/part/AttachmentData/data/lglexample.pdf
Mind maps begin with one centralized word or idea that branches out into multiple associated ideas, words or concepts. Tony Buzan, a British psychologist, invented mind mapping to better accommodate individuals who absorb information in a non-linear fashion. In brief, mind maps: have one central word or idea located at the center of the diagram and have multiple associated ideas, words and concepts branched to the main idea. Resource: http://www.inspiration.com/blog/2011/03/quick-lesson-visual-learning-maps-explained/
Each student is assigned a letter of the alphabet. Students come up with a vocabulary word that was eaither directly taught during a lesson or could be associated with the lesson in some way. Students are given five minutes to write their word and prepare to share out word and relationship to lesson in a quick round robin before, during or after the lesson or reading selection. Resource: North Carolina Teacher Academy 2008
This game like strategy starts with one word and then by changing one or two letters with guidance from the teacher students come up with new words and finally end up with a related word at the end. For example: Love Live Give Dive Dime Mime Mire More Amore Resource: http://teacherexpress.scholastic.com/word-knowledge-word-ladders-word-study-strategies#
Students get into groups of three or five and create a sentence correctly using a vocabulary word by the teacher. Each student is only allowed to contribute one word. (Kind of like the telephone game.) Students write their sentences and create as many sentences as they can based on the word list given by the teacher. this is a great pre- and post- lesson activity to see what they know before and after a lesson is taught. Resource: Pieces of Learning, NCAGT March 2017