Vocabulary Strategies


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Vocabulary Strategies

  2. 2. 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
  3. 3. Learning vocabulary is thekey to all other aspects oflanguage learning. So building up yourvocabulary is probably themost important part of thelearning process.
  4. 4. 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.
  5. 5. 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.
  6. 6. 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.
  7. 7. 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.
  8. 8. 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.
  9. 9. 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.
  10. 10. 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.
  11. 11. 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.
  12. 12. 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.
  13. 13. 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.
  14. 14. 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.
  15. 15. 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.
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