Vocabulary Strategies
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Vocabulary Strategies






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Vocabulary Strategies Vocabulary Strategies Presentation Transcript

  • THE ROUTE : The Importance of Learning Vocabulary Strategies For Learning Vocabulary1. Concept Definition Mapping2. Contextual Redefinition3. Dictionary Game4. Frayer Model5. List / Group / Label6. Rivet7. Semantic Feature Analysis8. Semantic Webbing9. SVES ( Stephen’s Vocabulary Elaboration Strategy )10. Student Voc. Strategy11. Word Analogies12. Word Sort Game Activity !  The End
  • Learning vocabulary is thekey to all other aspects oflanguage learning. So building up yourvocabulary is probably themost important part of thelearning process.
  • 1. Concept Definition Mapping  To place information in logical categories, to identify defining properties and characteristics, and to offer examples of ideas.  This strategy is especially useful for analyzing brief, but content-rich, reading selections.
  • 2. Contextual Redefinition  Specific steps for deducing the meaning of unknown (or unclear) words in a reading passage.  Close attention to word order, syntax, parallel ideas, and examples as keys for predicting word meaning. This strategy encourages students •To focus on what is clear and obvious in a reading selection, •To use these observations to help interpret unclear terms and ideas within the known context.
  • 3. Dictionary Game A team activity that both builds studentvocabulary and strengthens dictionary skills. In this game, student teams first compete witheach other to find a word definition in thedictionary. Students quickly learn that the primarydefinition of a word is not always its meaning in aspecific context.
  • 4. Frayer Model A graphical organizer used for word analysis andvocabulary building. This four-square model prompts students to think aboutand describe the meaning of a word or concept by• Defining the term,• Describing its essential characteristics,• Providing examples of the idea,• Offering non-examples of the idea.
  • 5. List / Group / Label Offers a simple three-step process for students toorganize a vocabulary list from a reading selection. Stresses relationships between words and thecritical thinking skills required to recognize theserelationships.List/Group/Label challenges students to• List key words (especially unclear and/ortechnical terms) from a reading selection.• Group these words into logical categories basedon shared features.• Label the categories with clear descriptive titles.
  • 6.Rivet A variation of the childhood game,HangMan. This game introduces vocabulary termsand encourages better spelling.The game is very simple. The teacher drawsa blank line for each letter of a vocabularyword.Then she slowly fills in the blanks, one letterat a time, until a student guesses the word.This student is then asked to come to thechalkboard and complete spelling the word.
  • 7. Semantic Feature Analysis  Strategy asks students to identify key words in a reading selection and relate these words to the major concepts of the text.  This strategy makes special effort to draw on a students past knowledge and experiences to define and relate the key terms.
  • 8. Semantic Webbing Semantic Webbing builds a side-by-side graphical representation of students knowledge and perspectives about the key themes of a reading selection before and after the reading experience.
  • 9. SVES (Stephens Vocabulary Elaboration Strategy)  SVES maintain a vocabulary notebook.  Whenever a new (or unclear) word confronts a student, the student writes and defines the term in the vocabulary notebook.  Review these words regularly. This strategy stresses dictionary skills. Students use a dictionary to define new words and their parts of speech.
  • 10. Student Voc. Strategy Contextual Redefinition and VisualImagery strategies. Students first identify key words in areading selection and define them fromtheir context within the larger document. Students then "visualize" or imagine thescene described in the reading in vividsensory terms. This strategy greatly enhances retentionby adding a sensory connection betweenthe reading content and the readers priorknowledge.
  • 11. Word Analogies Word Analogies allow students to link familiar concepts withnew ideas—prior experiences with new information. In this strategy, students confront two related words and arechallenged to explain the nature of their relationship. Next, students apply this same relationship to other wordpairs.
  • 12. Word Sort* A simple small group activity.* Students list key words from a readingselection.* Students identify the meaning and properties of eachword. * Then "sort" the list into collections of words withsimilar features.* This "sorting" process links students prior knowledgeto the basic vocabulary of a reading selection.