This document outlines 10 strategies for teaching vocabulary to English language learners: 1. Contextualizing key vocabulary by introducing terms simply, demonstrating use in context, and explaining synonyms. 2. Having students self-select vocabulary they think is essential to understanding content concepts. 3. Creating personal dictionaries where students record unknown words from texts.

1. 5. Concept Definition Map
A simple graphic system used to discuss complex
Making Content Comprehensible— concepts and clarify the meaning of a concept.
2. Building Background Ex: Concept Definition Map—Revolution
What is it?
What is it like?
" There is a strong correlation between vocabulary knowledge and Overthrow of Government
student achievement Can be violent
" Select fewer key terms to focus on
" Explicitly teach “school language”—ex. Identify, compare, Often emotional
summarize, define…
Usually political
1. Contextualizing Key Vocabulary: Revolutio
Review the content and select key terms that are critical to
understanding the lesson’s most important concepts. The May result in
teacher changed system
! Introduces and defines terms simply and concretely
! Demonstrates how terms are used in context
! Explains use of synonyms, or cognates to convey meaning American Revolution French Russian Revolution
What are some examples?
2. Vocabulary Self-Selection: 6. Cloze Sentences:
After reading a content text, students self select Used to teach and review content vocabulary in context.
vocabulary they think is essential to the understanding the
content concepts. ! Teacher chooses a sentence that has a strong contextual
support for the vocabulary focus word.
! Words are selected by individuals, partners, or teams
! Possible replacement words are brainstormed
! Shared, discussed, and agreed upon by whole class
! Teacher assists students in choosing correct word
! Empowers students in choosing the most appropriate key Ex: During a _______________ a group of people tries to overthrow an existing
vocabulary government or social system. (revolution)
3. Personal Dictionaries: 7. Word Sorts:
Students categorize words or phrases (previously introduced) and
Personal dictionaries are created as an individual sorts them according to meaning, structure, word endings, or
vocabulary and spelling resource for students. sounds. This reinforces word relationships, spelling, and word
! Students read text in partners or teams and select unknown structure.
words Ex: Word Sort by endings—American Revolution
! Teacher works with teams to review each student’s personal
dictionary and providing clarifications where needed -tion -sion -tation
! Words can be arranged alphabetically, by concept, or
structure revolution tension representation
taxation passion plantation
frustration mission
4. Content Word Wall: participation vision
This is a Content Word Wall specific to one content area, solution
reserved for key vocabulary that relates to that content.
8. Word Generation:
! Key words are displayed alphabetically This is a review of new content vocabulary through analogy.
! Revisited frequently during lessons Students brainstorm words that contain a “chunk” of a word.
Ex: Port “to carry”—portable, export, transport, deport…
! Students use words throughout unit of study
! Remove some words regularly in order to keep words 9. Visual Vocabulary:
displayed to a reasonable number English Language Learners benefit from a “picture” of a term
added to a definition of the word. Use stick figures, a picture
Ex: Social Studies Word Wall: Revolutionary War dictionary format, or a photograph.
A Battle Constitution decide
concede Declaration
10. Vocabulary through Songs:
Use the “Jim Walters Approach” –“Science Through Song CD” for
teaching difficult concepts through a song format. Concepts and
E flag G H Independence relationships are explained and remembered easier for some
students through this multiple intelligence medium.
Source taken from: “Making Content Comprehensible for English Language
Learners”, Echevarria, Vogt, Short
J K liberty M notify…
Compiled by the Bilingual and Compensatory Education Resource Team,
Dearborn Public Schools, 2002