This document provides strategies and resources for teachers to help middle and high school students build their vocabularies. It begins by emphasizing the importance of vocabulary for reading comprehension and discusses how direct vocabulary instruction is needed but often lacking. It then outlines four effective practices for vocabulary instruction: developing word awareness through word play, providing explicit instruction to build vocabulary, teaching strategies for independence, and engaging students with a variety of texts. The document proceeds to describe and provide examples of 12 specific vocabulary-building strategies supported by research, including STAR, frontloading, semantic feature analysis, word sorts, and vocabulary notebooks. It concludes by listing additional resources for teachers.
This document discusses the selection and adaptation of materials for teaching listening and speaking skills in an ESL classroom. It outlines principles for selecting materials, such as ensuring materials match learning objectives and student ability levels. Criteria are provided for evaluating materials, including whether they suit learning approaches, include appropriate language content, and support skill development. The document also discusses principles for adapting materials, such as making dialogues communicative and relevant. Teachers are advised to supplement textbooks with authentic materials as needed. Adaptation of materials can occur at the macro, unit, and activity levels.
The document discusses effective approaches for vocabulary instruction including selecting tier 2 words from texts, providing student-friendly definitions and examples, having students generate their own examples and sentences using the words, and reinforcing meanings through multiple exposures. It also suggests using mental imagery as a comprehension strategy by having students create mental pictures of word meanings. Formative assessment results found that incorporating mental imagery helped students better remember word definitions.
Dokumen ini memberikan ringkasan singkat tentang Kerangka Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang terdiri daripada enam tunjang utama iaitu Komunikasi, Kerohanian, Sikap dan Nilai, Kemanusiaan, Keterampilan Diri, Perkembangan Fizikal dan Estetika, serta Sains dan Teknologi. KSPK bertujuan memperkembangkan potensi murid secara menyeluruh melalui aktiviti pembelajaran yang menarik sambil
The document discusses various topics related to teaching grammar, including:
1. Different types of grammar such as prescriptive, descriptive, and pedagogical grammars.
2. Approaches to teaching grammar such as PPP, inductive, and deductive methods.
3. Suggestions for teaching grammar effectively, including providing context and connecting grammar to communicative activities.
4. The importance of teaching form, meaning, and use of grammar structures.
The document discusses the historical development of language assessment in Malaysia and changing trends. It describes 4 stages of development: pre-Independence, post-Razak Report, post-RahmanTalib Report, post-Cabinet Report, and current reforms under the Malaysia Education Blueprint. Key changes include establishing a common exam system, introducing school-based assessment, and shifting the focus to higher-order thinking skills. Contributing factors to changing trends include education reforms, recommendations from government reports, and poor performance on international assessments. The role of assessment in education is increasingly seen as integrated with instruction rather than just auditing learning.
This document discusses the selection and adaptation of materials for teaching listening and speaking skills in an ESL classroom. It outlines principles for selecting materials, such as ensuring materials match learning objectives and student ability levels. Criteria are provided for evaluating materials, including whether they suit learning approaches, include appropriate language content, and support skill development. The document also discusses principles for adapting materials, such as making dialogues communicative and relevant. Teachers are advised to supplement textbooks with authentic materials as needed. Adaptation of materials can occur at the macro, unit, and activity levels.
The document discusses effective approaches for vocabulary instruction including selecting tier 2 words from texts, providing student-friendly definitions and examples, having students generate their own examples and sentences using the words, and reinforcing meanings through multiple exposures. It also suggests using mental imagery as a comprehension strategy by having students create mental pictures of word meanings. Formative assessment results found that incorporating mental imagery helped students better remember word definitions.
Dokumen ini memberikan ringkasan singkat tentang Kerangka Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang terdiri daripada enam tunjang utama iaitu Komunikasi, Kerohanian, Sikap dan Nilai, Kemanusiaan, Keterampilan Diri, Perkembangan Fizikal dan Estetika, serta Sains dan Teknologi. KSPK bertujuan memperkembangkan potensi murid secara menyeluruh melalui aktiviti pembelajaran yang menarik sambil
The document discusses various topics related to teaching grammar, including:
1. Different types of grammar such as prescriptive, descriptive, and pedagogical grammars.
2. Approaches to teaching grammar such as PPP, inductive, and deductive methods.
3. Suggestions for teaching grammar effectively, including providing context and connecting grammar to communicative activities.
4. The importance of teaching form, meaning, and use of grammar structures.
The document discusses the historical development of language assessment in Malaysia and changing trends. It describes 4 stages of development: pre-Independence, post-Razak Report, post-RahmanTalib Report, post-Cabinet Report, and current reforms under the Malaysia Education Blueprint. Key changes include establishing a common exam system, introducing school-based assessment, and shifting the focus to higher-order thinking skills. Contributing factors to changing trends include education reforms, recommendations from government reports, and poor performance on international assessments. The role of assessment in education is increasingly seen as integrated with instruction rather than just auditing learning.
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
This document contains a short story, non-fiction prose, and poem submitted by a student for an online creative writing course. The short story describes the student's experience conducting a school-based experience (SBE) at SK Sungai Manila over one week. It details the activities conducted each day, including observing classes, interviewing teachers, and helping establish an English reading corner. The non-fiction prose provides a history of SK Sungai Manila from its founding in 1967 to the present day. The poem expresses how teachers light the way for students and serve as their inspiration.
Dokumen ini membincangkan kerangka kurikulum Pendidikan Muzik untuk Tahun 1 di sekolah rendah. Ia menyatakan matlamat dan objektif kurikulum ini untuk membentuk insan yang harmonis melalui pengetahuan dan kemahiran asas muzik. Kandungan kurikulum dibahagikan kepada empat modul iaitu Bahasa Muzik, Kemahiran Muzik, Kreativiti Muzik, dan Apresiasi Muzik untuk membolehkan murid memper
KSSR year 4 lesson plan language art holiday memoriesNidzam Rais
1) The English lesson plan is for Year 4 students on Thursday from 11:45am-1:15pm. The theme is the "World of Knowledge" and the topic is "Holiday Memories".
2) The lesson objectives are for students to express personal responses to literary texts and work creatively by acting out characters from a poem.
3) The lesson includes an induction discussing holiday activities, presenting vocabulary words from the poem, a worksheet matching activity, and group recitations of poem stanzas while acting as the characters.
This document outlines the English Language curriculum for Year 2 primary students in Malaysia. It begins with an introduction explaining the importance of English proficiency in the current globalized environment. It then presents the aim and objectives of the English curriculum. The curriculum framework is based on six strands including communication, spiritual and values development, and 21st century skills. The focus areas of the curriculum include curriculum principles, organization, approach and lesson organization. It emphasizes basic literacy skills, pupil-centered learning, integration of technology, and character building. The content is organized into four stages aligned with the Common European Framework of Reference levels.
This document provides an overview of the key concepts and stages related to the nature, purpose, and development of writing. It begins with definitions of writing and discusses the main purposes and types of writing. It then explains the prerequisites or background knowledge needed for writing, including subject matter, purpose, audience awareness, and language skills. The document also outlines the main developmental stages of writing, including writing readiness, early writing, and developmental writing. It provides details on concepts like spelling, grammar, and sentence construction within these stages. The overall document serves as an introduction to teaching writing skills in the primary ESL classroom.
This study examines the relationship between motivation and second language reading comprehension among fourth grade Filipino students. Specifically, it aims to determine if students' motivation is significantly related to their reading comprehension scores, and which aspects of motivation most influence comprehension. The study uses a reconstructed version of the Motivation for Reading Questionnaire to measure students' levels of challenge, curiosity, involvement, competition, and compliance as motivators. The results found that competition and challenge were positively correlated with reading comprehension, suggesting these two factors may be important motivators for second language reading success among Filipino students.
This document outlines the English Language curriculum for Year 1 primary students in Malaysia. It introduces the curriculum aims, which are to equip students with basic English language skills to communicate effectively in various contexts appropriate to their level of development. It describes the curriculum framework, which integrates six strands including communication, spiritual and values development, and 21st century skills. The curriculum focuses on principles like fun and meaningful learning, student-centeredness, and character building. It is organized into four stages to build students' language proficiency level by level according to the Common European Framework of Reference.
Rangkaian pengajaran ini membahas pengajaran penjodoh bilangan di sekolah rendah. Tujuannya adalah agar murid dapat memahami penggunaan delapan penjodoh bilangan. Metode pengajarannya meliputi kegiatan kelompok, mencocokkan kata, menjawab soalan, dan latihan.
This document discusses teaching speaking skills. It covers topics like types of spoken language, what makes speaking difficult, micro-and macro-skills of speaking, principles for teaching speaking like focusing on fluency and accuracy. It also discusses teaching conversation, pronunciation, factors affecting it. The role of feedback and how to treat errors is explained. Assessment of speaking is discussed covering item types, tasks and criteria for evaluation.
This document contains 3 daily lesson plans for an English phonics class for year 2 students. The lessons focus on recognizing sounds, blending and segmenting phonemes, and forming words. Activities include saying words aloud, matching pictures to words, arranging letters to form words, and writing words. Teaching aids include flashcards, worksheets, and technology. Reflections note student progress and areas needing improvement.
Dokumen tersebut membahas tentang pentingnya kemahiran membaca bagi murid-murid prasekolah. Ia menjelaskan latar belakang masalah kelemahan membaca di kalangan murid prasekolah dan tujuan menggunakan kaedah kad bacaan untuk meningkatkan kemahiran membaca mereka.
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
This document discusses the selection and evaluation of materials for language teaching. It covers the role and functions of coursebooks, advantages of coursebooks, and a framework for selecting coursebooks that includes psychological validity, pedagogical validity, and process and content validity. The conclusion emphasizes that coursebook evaluation considers both the aims and context of the materials as well as engaging students in authentic communication to develop real-life skills. Evaluating effectiveness is also important.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to experience these benefits.
The document discusses vocabulary strategies for language learners. It notes that learners need a working vocabulary of 2000 words to communicate effectively. Vocabulary is especially important for beginners and intermediate learners. The document then provides strategies for learning new vocabulary, including keeping a vocabulary notebook, grouping words by category, practicing pronunciation, using semantic mapping, labeling items, building models, thinking of word associations, practicing with friends, and using new words in sentences. The strategies are intended to help both teachers and students with vocabulary development.
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
This document contains a short story, non-fiction prose, and poem submitted by a student for an online creative writing course. The short story describes the student's experience conducting a school-based experience (SBE) at SK Sungai Manila over one week. It details the activities conducted each day, including observing classes, interviewing teachers, and helping establish an English reading corner. The non-fiction prose provides a history of SK Sungai Manila from its founding in 1967 to the present day. The poem expresses how teachers light the way for students and serve as their inspiration.
Dokumen ini membincangkan kerangka kurikulum Pendidikan Muzik untuk Tahun 1 di sekolah rendah. Ia menyatakan matlamat dan objektif kurikulum ini untuk membentuk insan yang harmonis melalui pengetahuan dan kemahiran asas muzik. Kandungan kurikulum dibahagikan kepada empat modul iaitu Bahasa Muzik, Kemahiran Muzik, Kreativiti Muzik, dan Apresiasi Muzik untuk membolehkan murid memper
KSSR year 4 lesson plan language art holiday memoriesNidzam Rais
1) The English lesson plan is for Year 4 students on Thursday from 11:45am-1:15pm. The theme is the "World of Knowledge" and the topic is "Holiday Memories".
2) The lesson objectives are for students to express personal responses to literary texts and work creatively by acting out characters from a poem.
3) The lesson includes an induction discussing holiday activities, presenting vocabulary words from the poem, a worksheet matching activity, and group recitations of poem stanzas while acting as the characters.
This document outlines the English Language curriculum for Year 2 primary students in Malaysia. It begins with an introduction explaining the importance of English proficiency in the current globalized environment. It then presents the aim and objectives of the English curriculum. The curriculum framework is based on six strands including communication, spiritual and values development, and 21st century skills. The focus areas of the curriculum include curriculum principles, organization, approach and lesson organization. It emphasizes basic literacy skills, pupil-centered learning, integration of technology, and character building. The content is organized into four stages aligned with the Common European Framework of Reference levels.
This document provides an overview of the key concepts and stages related to the nature, purpose, and development of writing. It begins with definitions of writing and discusses the main purposes and types of writing. It then explains the prerequisites or background knowledge needed for writing, including subject matter, purpose, audience awareness, and language skills. The document also outlines the main developmental stages of writing, including writing readiness, early writing, and developmental writing. It provides details on concepts like spelling, grammar, and sentence construction within these stages. The overall document serves as an introduction to teaching writing skills in the primary ESL classroom.
This study examines the relationship between motivation and second language reading comprehension among fourth grade Filipino students. Specifically, it aims to determine if students' motivation is significantly related to their reading comprehension scores, and which aspects of motivation most influence comprehension. The study uses a reconstructed version of the Motivation for Reading Questionnaire to measure students' levels of challenge, curiosity, involvement, competition, and compliance as motivators. The results found that competition and challenge were positively correlated with reading comprehension, suggesting these two factors may be important motivators for second language reading success among Filipino students.
This document outlines the English Language curriculum for Year 1 primary students in Malaysia. It introduces the curriculum aims, which are to equip students with basic English language skills to communicate effectively in various contexts appropriate to their level of development. It describes the curriculum framework, which integrates six strands including communication, spiritual and values development, and 21st century skills. The curriculum focuses on principles like fun and meaningful learning, student-centeredness, and character building. It is organized into four stages to build students' language proficiency level by level according to the Common European Framework of Reference.
Rangkaian pengajaran ini membahas pengajaran penjodoh bilangan di sekolah rendah. Tujuannya adalah agar murid dapat memahami penggunaan delapan penjodoh bilangan. Metode pengajarannya meliputi kegiatan kelompok, mencocokkan kata, menjawab soalan, dan latihan.
This document discusses teaching speaking skills. It covers topics like types of spoken language, what makes speaking difficult, micro-and macro-skills of speaking, principles for teaching speaking like focusing on fluency and accuracy. It also discusses teaching conversation, pronunciation, factors affecting it. The role of feedback and how to treat errors is explained. Assessment of speaking is discussed covering item types, tasks and criteria for evaluation.
This document contains 3 daily lesson plans for an English phonics class for year 2 students. The lessons focus on recognizing sounds, blending and segmenting phonemes, and forming words. Activities include saying words aloud, matching pictures to words, arranging letters to form words, and writing words. Teaching aids include flashcards, worksheets, and technology. Reflections note student progress and areas needing improvement.
Dokumen tersebut membahas tentang pentingnya kemahiran membaca bagi murid-murid prasekolah. Ia menjelaskan latar belakang masalah kelemahan membaca di kalangan murid prasekolah dan tujuan menggunakan kaedah kad bacaan untuk meningkatkan kemahiran membaca mereka.
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
This document discusses the selection and evaluation of materials for language teaching. It covers the role and functions of coursebooks, advantages of coursebooks, and a framework for selecting coursebooks that includes psychological validity, pedagogical validity, and process and content validity. The conclusion emphasizes that coursebook evaluation considers both the aims and context of the materials as well as engaging students in authentic communication to develop real-life skills. Evaluating effectiveness is also important.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to experience these benefits.
The document discusses vocabulary strategies for language learners. It notes that learners need a working vocabulary of 2000 words to communicate effectively. Vocabulary is especially important for beginners and intermediate learners. The document then provides strategies for learning new vocabulary, including keeping a vocabulary notebook, grouping words by category, practicing pronunciation, using semantic mapping, labeling items, building models, thinking of word associations, practicing with friends, and using new words in sentences. The strategies are intended to help both teachers and students with vocabulary development.
The document discusses using symbols and visual representations to teach vocabulary and concepts. It recommends (1) creating symbols to represent key concepts, (2) displaying the symbols on a "symbol wall" in the classroom to organize and sequence content, and (3) using a "coming soon wall" section to prime students for future concepts. The symbol wall approach helps students remain immersed in content and see relationships between concepts.
The document discusses vocabulary strategies for language learners. It notes that learners need a working vocabulary of at least 2,000 words to communicate effectively and that vocabulary is extremely important at beginning and intermediate levels. It recommends that teachers teach students vocabulary strategies like keeping a vocabulary notebook, grouping words by category, practicing pronunciation, using semantic mapping, total physical response, and labeling items. Using humor, practicing with friends, and using new words in sentences as soon as possible are also advised.
Effective way to enrich and practice vocabularyjeffkian06
This document discusses effective ways to enrich and practice vocabulary. It outlines the importance of vocabulary, different types of vocabulary including reading, listening, writing and speaking vocabulary. It then provides ways to build vocabulary such as learning roots and prefixes/suffixes, and reading widely. The conclusion restates that expanding one's vocabulary through various methods helps with communication, comprehension and confidence.
This document discusses strategies for developing vocabulary in content areas. It identifies three categories of vocabulary: general words found across subjects, specialized words specific to a subject but with other meanings, and technical words only related to a subject. Two strategies are described: the Frayer model, which has students define words and provide examples and non-examples; and concept definition maps, which show the components and structure of key ideas. Students are assigned to create activities for these two models using their practicum textbook for March 1.
A prefix is a group of letters added to the beginning of a root word that changes the word's meaning. Some common prefixes and their meanings are: dis- meaning "not", ex- meaning "out of", in- meaning "not or without", and un- meaning "against or not".
A suffix is a group of letters added to the end of a root word that changes the word's meaning. Some common suffixes and their meanings are: -able meaning "able to", -er meaning "comparative", -est meaning "superlative", and -less meaning "without".
The document provides information about the KET Vocabulary List, which is used to guide item writers in producing materials for the KET examination. It discusses how the list was originally developed, how it is updated annually using Cambridge Learner Corpus data, and how it is organized. The list covers both receptive and productive vocabulary at the A2 level and is not exhaustive of all words that may appear on the KET exam.
This document outlines Marzano's six-step process for teaching vocabulary. The six steps are: 1) teacher provides explicit instruction of the term, 2) students restate the term in their own words, 3) students create a nonlinguistic representation of the term, 4) students engage in activities involving the term, 5) students discuss the term, and 6) students participate in games involving the term. The document provides examples for each step and recommends that teachers select essential vocabulary to teach, use strategies like think-pair-share and academic notebooks, and schedule vocabulary games regularly to reinforce learning.
The document discusses different methods for learning vocabulary, including visual aids, demonstration, explanation, synonyms, antonyms, and translation. It then focuses on mind maps, explaining that mind maps are a visual form of note-taking with a central idea and branches radiating outward containing related thoughts and ideas to make the information easier to remember. Learning vocabulary through mind maps is suggested by putting a word in connection with a phrase, group, or sentence to provide more information and context to help remember it, while also learning grammar.
1) The story is about a boy who is asked to feed his aunt's cat Tiger while his aunt is away on holiday. However, Tiger does not come when called for dinner.
2) Later, the boy hears strange noises and finds Tiger in the hall eating with three other cats from the neighborhood.
3) The best title for the story is "Tiger's dinner party".
The document contains samples of materials used to test speaking skills for the Cambridge Young Learners Flyers exam. It includes examples of tasks involving finding differences between pictures, exchanging information, and telling a story based on pictures. For each section, the candidate is given their own copy to refer to while answering questions or providing responses to the examiner, who uses a separate copy as a guide for the test.
This presentation is about what aspects should we consider when learning vocabulary from a foreign language. Besides, it is mentioned some vocabulary learning strategies for training our students in the foreign language classroom.
Common suffixes are used to convert nouns into adjectives by adding elements that describe qualities or characteristics. The document lists several common suffixes such as -al, -ary, -ful, -ic, -ish, -less, -like, and -ous and provides examples of nouns converted to adjectives using each suffix. For instance, -al can mean "relating to" and is used to form words like accidental from accident and regional from region. Other listed suffixes include -ary meaning "relating to a place or quality", -ful meaning "full of", and -ous meaning "having a quality or nature".
This document contains an English reading and writing exam for young learners at the Flyers level. It consists of multiple choice and fill-in-the-blank questions testing comprehension of short passages about various topics. The passages are accompanied by images or diagrams and include conversations, stories, descriptions, and letters. Test-takers must demonstrate understanding of vocabulary, grammar, and details from the provided texts.
The use of ceramics dates back as far as 11,000 BC and originated in places like Greece, Japan, Egypt, and Iran. Early uses of ceramics included carrying water, storing food and seeds, cooking food, and creating urns and sculptures to bury in tombs. Ceramics have also been used for jewelry. The document then defines various ceramic terms like kiln, clay, cone, greenware, bisque, slip, score, glaze, and tools used for shaping ceramics like the potter's wheel, turntable, and clay extruder.
This document outlines 12 strategies for learning vocabulary: concept definition mapping, contextual redefinition, dictionary game, Frayer model, list/group/label, rivet, semantic feature analysis, semantic webbing, SVES, student vocabulary strategy, word analogies, and word sort. It provides a brief description of each strategy, emphasizing that learning vocabulary is key to language learning and building vocabulary is important. The strategies encourage using context clues, dictionaries, grouping words, and relating new words to prior knowledge.
Tổng hợp đề thi movers ( reading and writing speaking-listening)DinhHa6
There are 40 questions on the test. Students have 30 minutes to complete it. They will need a pen or pencil. The test contains reading comprehension and writing questions over multiple parts. It evaluates students' abilities in choosing correct words, answering yes/no questions, choosing the best response to dialogue, and completing sentences based on pictures and stories.
The document provides instructions for administering a Young Learners English speaking exam at the Starters level. It outlines having the usher introduce the child to the examiner, then asking the child questions about objects on a scene card and placing object cards on it, as well as asking questions about the child.
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
Here are some examples of suffixes changing adjectives into adverbs:
badly = bad + ly
smoothly = smooth + ly
loudly = loud + ly
friendly = friend + ly
worldly = world + ly
lovingly = love + ly
The suffix -ly changes an adjective into an adverb.
This document provides an overview of effective vocabulary instruction methods for teachers. It discusses the importance of vocabulary development and compares indirect instruction methods like passive acquisition and using context clues to explicit instruction techniques such as direct vocabulary lessons, root analysis, and pre-teaching vocabulary from literature assignments. The document recommends blending various indirect and explicit strategies, including repeated exposure to words, in a vocabulary curriculum to best help students build their language skills.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
Module 4-Collaboration and Improvement-Strengthening LiteracyBrooke Brown
This document provides a school-wide lesson plan to help struggling readers at all grade levels. The lesson teaches students to become "language detectives" by having them identify and create posters about word patterns, such as rhyming words, prefixes, suffixes, and irregular plurals. Students will analyze words that fit the patterns and strengthen their decoding, vocabulary and comprehension skills. The lesson incorporates choice, visuals, technology, and opportunities for students to share their work and provide peer feedback to increase engagement. Formative and summative assessments are used to evaluate students' understanding and application of word patterns.
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
Final Session 6 Presentation Employing Vocabulary Instruction for Effective W...RochelleZorillaRamos
This document summarizes a presentation on vocabulary instruction for literacy. It discusses how vocabulary is an important part of the reading curriculum. Effective vocabulary instruction includes both implicit methods like read-alouds and explicit instruction of specific words. Teachers should utilize word-learning strategies like dictionary use, morphemic analysis, semantic mapping, and repeated exposures. The goal is to help students develop a large vocabulary to improve reading comprehension, decoding, and fluency.
The document discusses scaffolding strategies to support English language learners. It begins by defining scaffolding as temporary assistance provided to help students learn skills they could not learn on their own. The document then outlines six scaffolding strategies: modeling, bridging, contextualizing, schema building, text representation, and developing metacognition. Each strategy is briefly described. The document concludes by asking what scaffolding activities can be used in the classroom.
The document discusses the Phonics Screening Check given to students in Year 1 in England. It provides background on the check, including its purpose and structure. It also discusses debates around synthetic versus analytic phonics instruction and controversies around narrowing the curriculum and adding anxiety due to the test. The document proposes that the Literacy and Dyslexia-SpLD Professional Development Framework can help teachers gain a fuller understanding of phonics and support students in preparation for the test by providing resources and guidance tailored to their needs and experience level.
1) The document discusses strategies for building students' vocabulary and engaging them in literature circles. It provides research on effective vocabulary instruction and considerations for selecting vocabulary words.
2) Teachers are encouraged to model rich vocabulary use, provide word-learning strategies and activities like word sorts, and incorporate fun word play.
3) Literature circles are presented as a way to actively construct meaning from texts through student-led discussions. Scaffolding roles like discussion director and word wizard are suggested to support student talk.
This document provides information about strategies for engaging children in substantive conversation. It discusses three conversation strategies: clarify/extend, question/tell, and think-aloud. The clarify/extend strategy involves listening to what a child says, picking up an idea from their talk, and adding to or clarifying it. The question/tell strategy involves joining a child in an activity, drawing attention to details, maintaining interest based on their efforts, and offering praise. The think-aloud strategy involves verbalizing thoughts and modeling how to think through a task or problem to a conclusion. The document emphasizes that these strategies can help teachers build students' oral language and knowledge through everyday conversations.
This document discusses different approaches to teaching vocabulary, including both explicit and implicit methods. It outlines key principles of explicit vocabulary instruction, such as building a large word bank and providing multiple exposures. A variety of teaching techniques are presented, like using words in context, games, and strategies for independent learning. Specific strategies covered include guessing meanings, using mnemonic devices, notebooks, teaching collocations and idioms. Guidelines emphasize teaching words in communicative contexts and encouraging learner strategies over dictionary use.
This document discusses teaching vocabulary to young learners. It begins by defining vocabulary as the collection of words an individual knows. It notes that vocabulary instruction is receiving more attention now due to research showing its importance in language development. Some basic principles of vocabulary development discussed include emphasizing both direct and indirect teaching, presenting multiple exposures to new words, and having students keep vocabulary notebooks. The document then provides several classroom techniques and activities that can be used to help children develop their vocabularies, such as connecting words to students' lives, using word games, and incorporating dictionaries. It concludes by reiterating the importance of applying principles of vocabulary development and using different techniques to enrich language programs.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. Table of Contents
Vocabulary Essentials ............................................................................................ 4
Developing Effective Practices ............................................................................. 5
STAR ....................................................................................................................... 6
Discussion Starter Web .......................................................................................... 7
Frontloading ............................................................................................................ 8
Semantic Feature Analysis .................................................................................. 10
Ask a Question? Jeopardy................................................................................... 12
Talk Fast – Talk a Mile a Minute ....................................................................... 14
Draw It – Pictionary ............................................................................................. 16
After Reading Card Game ................................................................................... 17
Name that Category – The Pyramid Game ........................................................ 18
Crossword Puzzles ............................................................................................... 20
Synectic Comparison ........................................................................................... 21
Word Sorts ............................................................................................................ 22
Vocabulary Notebooks/Journals ......................................................................... 24
Magic Squares ...................................................................................................... 26
Connections to Previous On Target Books ........................................................ 28
Websites to Explore ............................................................................................. 29
For Further Reading ............................................................................................. 30
Introduction to On Target: Strategies to Build Student Vocabularies
R
esearch in educational psychology has led to substantial improvements in our knowledge
about teaching and learning. Researchers have identified strategies that can be taught by
teachers and used by students to significantly improve the quality of student learning.
On Target: Strategies to Build Student Vocabularies does an exceptional job of synthesizing the
research regarding the vocabulary development of adolescents. Experts in the field believe that
vocabulary learning should not be left to chance. Vocabulary-building techniques benefit all
learners, but have been shown to be critical for learners with limited personal experience.
The strategies in this booklet get right to the point in applying research to practice. Based upon
research and best practice for middle school and high school teachers, they present a practical
chart which outlines the teacher behaviors to increase and the teacher behaviors to decrease.
Rarely do you find resources which guide you in what to stop doing in addition to giving you
new suggestions.
Students who receive good strategy training in vocabulary development can apply these strategies
in a wide variety of life-long situations including job-related training, acquiring knowledge associated with their interests and hobbies, and in preparing for post-secondary education. This
resource makes a valuable contribution to a needed, but frequently neglected area.
Nancy Hall
Dean of the College of Education
Black Hills State University
3
4. Vocabulary Essentials
Barb Rowenhorst, SD Reads
Vocabulary knowledge is the single most important factor contributing to reading comprehension.
– Laflamme, 1997
V
ocabulary instruction was identified in 2000 by the National Reading Panel (NRP) as an
essential skill students need to improve reading achievement. The NRP identified four
types of vocabulary – listening vocabulary, speaking vocabulary, reading vocabulary, and
writing vocabulary. Vocabulary, or word meaning, is one of the keys to comprehension. A
student reading a list of unconnected words on a page is similar to a struggling student trying to
read a narrative text without a general understanding of the words being read. No connections.
No meaning. No comprehension.
One way students develop vocabulary is indirectly through reading, listening, and speaking.
A student’s background knowledge and prior experiences play a large role in vocabulary
development. As students build connections between known words and unknown words, they
develop a deeper understanding of their reading. Thus, the more experiences children have
with reading or being read to before they enter school, the more background knowledge they
have to support the understanding of their reading.
Students develop vocabulary when teachers provide direct instruction on the use of effective
word-building strategies. Unfortunately, Durkin (1979) found that upper-elementary teachers
spent less than 1% of classroom instruction on vocabulary development. Later research studies
support those earlier findings with only 6% of time devoted to vocabulary (Scott and Nagy,
1997). Marzano lists eight research-based guidelines for teachers implementing direct
vocabulary instruction in his books Building Background Knowledge and Building Academic
Vocabulary: Teachers Manual.
1. Effective vocabulary instruction does not rely on definitions alone. Words should be written in a
conversational manner rather than in the more formal dictionary format. If prior exposures to or
experiences with a word are lacking, teachers can build the background knowledge through field
trips, videos, guest speakers, stories, or current events.
2. Students must represent their knowledge of words in linguistic and/or nonlinguistic ways. Students
can draw a picture, create a symbol, or dramatize the word.
3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple
exposures. These include comparing and contrasting, classifying, and creating metaphors and
analogies.
4. Teaching word parts (prefixes, root words, suffixes) enhances student understanding of the word.
5. Different types of words require different types of instruction.
6. Students should discuss the terms they are learning through cooperative learning activities.
7. Students should play with words using challenging and engaging vocabulary games.
4
5. Vocabulary Essentials (cont.)
8. Instruction should focus on terms that have a high probability of enhancing academic success.
Level 1 words are concrete and easy to identify with little or no instruction. Level 2 words
appear in text so infrequently that the possibility of learning them in context is slim. Level 3
words are specific to a particular content area. Marzano recommends teaching words in
Level 3 (content-related words) rather than those that are seldom encountered during reading.
Students must use a word between six and fourteen times before they are capable of using it
independently (Billmeyer, 2001), so they need multiple opportunities to interact with words.
Providing direct vocabulary instruction does not have to be boring. That is why this booklet provides
several opportunities for teachers to engage students in developing vocabulary knowledge in fun and
interactive ways. Once students understand how words work and build a cache of known words, they
develop a desire to learn more words and fluency and comprehension improves. Strategies that focus
on vocabulary building result in student readers who have greater comprehension.
Developing Effective Practices in Vocabulary Instruction
Teachers Should Increase
Teachers Should Decrease
• Time for reading
• Looking up definitions as a single source of
• Use of varied, rich text
word knowledge
• Opportunities for students to hear or use words
• Asking students to write sentences for new
in natural sentence contexts
words before they’ve studied the word in
• Use of concrete contexts when possible
depth
(pictures, artifacts)
• Notion that all words in a text need to be
• Opportunities for students to use words in
defined for comprehension
meaningful ways
• Using context as a highly reliable tool for
• Opportunities for students to connect new
increasing comprehension
words/concepts to those already known
• Assessments that ask students for single
• Study of concepts rather than single, unrelated
definitions
words
• Explicit instruction of concepts and incidental
encounters with words
• Teaching strategies leading to independent word
learning
• Study of words or concepts that will have the
Janet Allen
biggest impact on comprehension rather than
Words, Words, Words: Teaching
“covering” many words superficially
Vocabulary in Grades 4-12.
• Opportunities for making or drawing inferences
Portland, ME: Stenhouse, 1999, 107.
Sources:
Billmeyer, Rachel. Capturing ALL of the Reader Through the Reading Assessment System. Omaha:
Dayspring, 2001, 117.
Feldman, Kevin, and Kate Kinsella. Narrowing the Language Gap: The Case for Explicit Vocabulary
Instruction – A Scholastic Professional Paper. New York: Scholastic, 2005, 1.
Marzano, Robert J. Building Background Knowledge for Academic Achievement: Research On What
Works In Schools. Alexandria, VA: ASCD, 2004.
Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary: A Teacher’s Manual.
Alexandria, VA: ASCD, 2005.
5
6. STAR
P
roviding explicit and direct instruction is one sure way to help
students increase their vocabularies. The STAR model of Select,
Teach, Activate, and Revisit provides a framework for teachers as they
plan vocabulary instruction.
SELECT
• Choose appropriate content words.
• Focus on words essential to understanding of the text.
• Draw a story or text map. Using the map as the basis, select four to six words fundamental
to retelling or summarizing the text.
• Look for other important words that students are likely to encounter in additional readings,
even though these words may not be essential to this particular text.
TEACH
• Consider the processes you will use before, during, and after reading.
• Before assigning the reading, make sure you access prior knowledge and bring to the
forefront concepts that will not be clearly explained in the text.
• Use definitional, contextual, and usage information when teaching vocabulary. For example,
present the word in context, discuss possible meanings, ask for a definition (provide one if
students are unable to provide an accurate definition), ask students to use the words in a
personal way.
ACTIVATE
• This step focuses on the work you want students to do in order to gain understanding.
• Use writing assignments and other activities to make sure students repeatedly hear, read,
write, and use the targeted words.
• Give students the opportunity to connect new words with other words they already know
(word maps or synonym webs).
• Have students act out words or demonstrate meaning.
REVISIT
• Use additional activities to revisit important words. Possible activities include unit reviews,
games, writing assignments, vocabulary journals, and word books.
Sources:
Blachowicz, Camille L. Z., and Peter Fisher. “Vocabulary Lessons.” Educational Leadership (March 2004):
66-69.
Blachowicz, Camille L.Z., Peter Fisher, and Susan Watts-Taffe. Integrated Vocabulary Instruction: Meeting
the Needs of Diverse Learners in Grades K-5. Naperville, IL: Learning Point Associates, 2005.
6
7. Discussion Starter Web
D
iscussion Starter stimulates class discussions about vocabulary that relate to a unit, topic, or
theme. The discussion web also gives students the opportunity to consider their prior
knowledge of the vocabulary terms and concepts.
If student discussions reveal a basic knowledge about the vocabulary term, then quickly review
and go to the next word. If students exhibit an indepth understanding of the vocabulary, the
teachers may choose to quickly review the topic and then move on to the next topic. If their
discussion reveals little or no knowledge of the words, take time to build students’ foundational
knowledge and vocabulary before instruction. Comprehension is difficult without word knowledge
and background information.
Steps:
1. Observe individual student’s depth of knowledge as the terms are discussed.
2. Write the topic or unit to be studied in the center of the chart paper or transparency. Words
are written on chart paper to create an “anchor” chart that is displayed as a resource
throughout the unit of study.
3. Create a web by writing five to six key concepts around the center word.
4. Conceal the words with sticky notes or index cards.
5. Uncover one word and read it aloud. As you reveal the word, comment on connections
your mind is making to create understandings and meanings. (See “During Reading:
Think-Alouds,” On Target: Reading Strategies to Guide Learning, 12.)
6. Uncover the remaining cards one at a time. Ask students to think aloud about the word
reflecting the process you modeled. Students continue word discussions.
Democracy
Tyranny
Monarchy
Government
Dictatorship
Royalty
Source:
Robb, Laura. Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave
Comprehension Strategies into Your Content Area Teaching. New York: Scholastic, 2003, 204-206.
7
8. Frontloading
F
rontloading provides rich dialogue and experiences that allow students to develop vocabulary
by accessing their prior knowledge before reading content. When students have the opportunity
to use their prior knowledge, they exhibit an increase in vocabulary and content knowledge. In
addition, students show their understanding as they interact with difficult content material.
Steps:
1. Introduce content to students. Ask students to describe experiences or ideas they have
regarding the content. Ask students to list words they associate with the content to be
studied. For example, if you are beginning a unit of study on the Vietnam Era, ask
`
students to list words they associate with that time.
2. Create a list of content words based on student suggestions and ideas. (Consider using an
ABC Alphabet Chart as described in On Target: Reading Strategies to Guide Learning,
Before Reading: Brainstorming Prior Knowledge, 6-7.)
3. Add to and revise the list of content words as you study the material.
Adaptations:
• When appropriate, include real experiences, videos, field trips, or guest speakers to build
prior knowledge of a topic or unit to be studied.
• Modified KWL: Use a template for students to list words they think may occur in the
reading selection. Have them list why this word might be important and should be included.
After reading, have them list what they now think the word means.
Word List for Midwest
Dairy Belt
Badlands
Black Hills
South Dakota
Wisconsin
Kansas
Missouri
Minnesota
Michigan
Mississippi River
Chicago
Illinois
Grant
Wood
Agriculture
Crazy Horse
Plains
National Parks
African Americans
Hispanics
Export
Import
Mount Rushmore
8
Culture
Corn
Caves
Canals
Cahokia
Mounds
Iron
Soo Canals
Sears Tower
Model–T Ford
Missouri River
Indiana
9. Frontloading (cont.)
Modified KWL Chart
Important Words or Phrases *
Why the word is important
or related to the topic
Now I think the
word means . . .
* Either provide students with a list of the vocabulary words or
ask students to create a list of words they consider important.
Sources:
Hoyt, Linda. Make It Real: Strategies for Success with Informational Texts. Portsmouth, NH: Heinemann,
2002, 104-109.
Preszler, June, ed. On Target: Reading Strategies to Guide Learning, Grades 4-12. Rapid City, SD:
Black Hills Special Services Cooperative, 2005, 6-7.
9
10. Semantic Feature Analysis
S
emantic Feature Analysis (Baldwin, Ford, and Readance, 1981; Johnson and Pearson, 1984) is
a strategy to help students understand the meaning of words.
Steps:
1. On the left side of the matrix, list the words that pertain to a certain category or topic.
2. Ask students to choose features of the words to be listed across the top of the matrix or
also choose them prior to the lesson.
3. Tell students to complete the matrix by using a plus sign (+) for features that apply
to each word and leaving the space blank if the features do not apply. If unsure, a
question mark (?) is used.
4. Facilitate a discussion around the words and features to challenge students’ thinking.
Adaptations:
• Use mathematic symbols, formulas, and properties.
Classification
Shark
Elephant
Whale
Sidewinder
Frog
Salamander
Grizzly Bear
Alligator
10
Where
Animal
Lives
Disposition
11. Semantic Feature Analysis
Category
Fe
at
ur
es
Sources:
Billmeyer, Rachel. Strategies to Engage the Mind of the Learner: Building Strategic Learners. Dayspring
Printing: Omaha, NE: Dayspring Printing, 2003, 42-45.
Richardson, Judy S., and Raymond F. Morgan. Reading to Learn in the Content Areas. Belmont, CA:
Wadsworth Publishing Company, 1999, 374-375.
11
12. Ask a Question? Jeopardy
P
laying games is an innovative way to engage students in learning vocabulary words. Ask a
Question is similar to the popular television game show Jeopardy.
Steps:
1. Develop a matrix with six columns and six rows. Title the matrix with the unit of study. The
top row’s cells are labeled with categories that relate to the unit of study. Related content
terms are listed below each category. Each cell contains a vocabulary word that correlates
with the column’s category. (See Weather example on the following page.) The game can be
played by using an overhead, blackboard, PowerPoint, or an online resource.
2. Cover cells with a sticky note or other method to hide terms from students. Each cell is
labeled with a point amount. (See Weather example below.)
3. Divide students into pairs or teams. Tell each team to designate a speaker. Have the
speaker select a category and point amount. Under each point amount is a vocabulary word.
Explain that the speaker is to create a definition for the word. The definition must be stated
as a question.
Example:
• Word: barometer
• Question: What instrument measures air pressure?
4. Decide whether a student’s question represents an adequate understanding of the term.
5. Award points if the team speaker answers correctly in the form of a question. At the end of
the game, the team with the most points wins.
Weather
TROPICAL STORMS
INSTRUMENTS
LOOK IN THE SKY!
LET’S GET WET
BRR!
WINTER STORMS
IN A WORD
10 Points
10 Points
10 Points
10 Points
10 Points
10 Points
20 Points
20 Points
20 Points
20 Points
20 Points
20 Points
30 Points
30 Points
30 Points
30 Points
30 Points
30 Points
40 Points
40 Points
40 Points
40 Points
40 Points
40 Points
50 Points
50 Points
50 Points
50 Points
50 Points
50 Points
Sources:
Jeopardy! Wikipedia. 05 May 2006 <http://en.wikipedia.org/wiki/Jeopardy!>.
Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary: Teacher’s Manual.
Alexandria, VA: ASCD, 2005, 54-56.
12
13. Ask a Question? Jeopardy (cont.)
Weather Key
TROPICAL STORMS
INSTRUMENTS
LOOK IN THE SKY!
LET’S GET WET
BRR!
WINTER STORMS
IN A WORD
hurricane
thermometer
cirrus
condensation
blizzard
advisory
typhoon
barometer
cumulus
Doppler
Radar
Nor-easter
almanac
cyclone
hygrometer
cumulonimbus
sleet
lake-effects
snow
atmosphere
storm surge
rain gauge
contrails
NEXRAD
avalanche
lightning
Coriolis Force
anemometer
stratus
fog
wind chill
Indian
Summer
Ask a Question? Jeopardy
13
14. Talk Fast – Talk a Mile a Minute
E
ffective vocabulary instruction includes exposing students to words
multiple times using various methods. Talk Fast is a game that
increases vocabulary knowledge through word play.
Steps:
1. Give all students all of the categories being used in each round.
Example: things that are blue, things that you eat, things you wear,
and things used at a construction site.
2. Assign (or have the group select) a “talker” to begin the game. Give the talker one category
with a list of words fitting that category. (See example below.) The talker role rotates after
each category is completed. The other student(s) in the group are the “guessers.”
3. Make sure you give each group category sets equal to the number of students in the group.
In other words, if there are four students per group, four category sets are given to each
group.
Game Play:
• Round One: The talker tries to have his/her team members say each word listed under the
category by describing the word in the list “talking a mile a minute.” Descriptions can be
words, phrases, or sentences. Students should also avoid using any word that is part of the
category title.
Example: A talker giving clues for recycle might call out the following clues:
– “This is what you do when you salvage something so you can reuse it.”
– “We often do this to plastic.”
– “Instead of throwing a pop can away, we might do this instead.”
• As soon as the first word is guessed, the talker can move to the next word on the list until
the set is completed.
• Time is called after a specified time period (usually one minute), and teams are awarded
points for each word guessed.
• Round Two: The talker role is passed to the next team member, and Round Two begins with
another category and list of words.
Words Associated with Environmental Protection
Greenhouse
Ozone
Pesticides
Pollution
Recycle
Compost
Conservation
Irrigation
14
15. Talk Fast – Talk a Mile a Minute (cont.)
Adaptations:
• OUTBURST – A game to purchase or make with categories and lists of words under each
category. The game has similar rules as the “Fast Talker.”
• SCATTERGORIES – A game to purchase or make which has one category and a letter of
the alphabet given to all players (or roll an alphabet die). In teams of three to four,
members of a team list as many words as possible that start with the letter that matches
the category.
Example:
– Category: Words Associated with the Body
– Letter Given or Rolled: “B”
– Words that might be guessed: blood, brain, bile, bladder
– When time is called, teams report out their brainstormed words.
– Points are given to each team for every word not identified by other teams.
• TABOO – A game to purchase or make where players name a category based on a
description of the “clue giver” but the clue giver can’t say any of the TABOO words in the
description! Students are placed in teams with one “clue giver” and the others in the group
are “guessers.” The clue giver role rotates after each round. A vocabulary word is given with
a list of 4-5 words that cannot be used when describing the vocabulary word. The guessers
try to guess the word being explained.
Example:
– Vocabulary word to be guessed: Cliff
– Words that cannot be said in the description: hang glide, mountain, steep, climbing
Sources:
Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary: Teacher’s Manual.
Alexandria, VA: ASCD, 2005, 64-66.
OUTBURST. Hersch and Company. Los Angeles, CA: Western Publishing Company, Inc., 1988.
SCATTERGORIES. Milton Bradley. East Longmeadow, MA: Milton Bradley Company, 1988.
TABOO. Milton Bradley. East Longmeadow, MA: Milton Bradley Company, 1989.
15
16. Draw It – Pictionary
S
tudents draw pictures as clues to the vocabulary word for team members to correctly identify
the term. Draw It is similar to the popular game Pictionary where drawings represent ideas
or terms.
Steps:
1. Divide the class into teams with three or four students per team. Explain that each team’s
goal is to be the first in a round to correctly identify vocabulary terms.
2. Designate one student on each team as the artist. This student is the only one able to see the
list of words written on the board or overhead.
3. Identify the time limit for the first round of words.
4. Explain that the artist looks at the word to be illustrated and draws a rough sketch of what
the word represents. When the word is identified by the group, the artist continues to the
next word.
5. Explain that after identifying all of the terms, team members raise their hands indicating the
end of the first round.
6. Rotate the artist role around the team until all have participated as an artist.
7. Place students in pairs rather than small groups if time is limited.
Adaptations:
• Students view everyone’s drawings following the game to see the different artist renditions
of the vocabulary terms.
• Pre-teach the students how to “quick draw” so time isn’t spent on detailed drawings.
• Cards with a list of words are given to each student to use when it is his/her turn to be the
artist.
Sources:
Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary: Teacher’s Manual.
Alexandria, VA: ASCD, 2005, 62-63.
“Literacy Graffiti.” Read, Write, Think. 05 May 2006
< http://www.readwritethink.org/student_mat/student_material.asp?id=23>.
Pictionary. Milton Bradley. East Longmeadow, MA: Milton Bradley Company, 1993.
16
17. After Reading Card Game
T
he After Reading Card Game is a fun and engaging way to review vocabulary words of a
previously read text, chapter, unit, or topic. The fifteen minutes to prepare the deck of cards
is time well spent as the students enjoy the game, and the cards can be used in any spare minutes
left in a class.
Steps for preparing the deck of cards:
1. Use 12 cards per deck to play the game in about five minutes.
2. Write a vocabulary term on one side of 10 of the cards.
3. On the other side of each card, write a definition that does not define the word on the
front side. In other words, the word on one side does not match the definition on the other
side but does define a vocabulary term on one of the other cards.
4. Write a vocabulary term on one side of the 11th card but leave the other side blank.
5. Place a definition on one side of the 12th card and place a star on the other side.
Steps for playing the game:
1. Randomly distribute the first 11 cards or have students volunteer to choose a card.
2. Keep the 12th card (definition and star) so a student can begin the game with it.
3. Read the definition on the card, and the student with the word that fits that definition comes
to the front of the room and reads his term.
4. Ask the student to turn the card over and read the definition on the reverse side. The
student with the term that matches the definition then comes to the front of the room and
reads the term.
5. Continue the process until all words and their definitions have been read.
Adaptations:
• Have students call out the word that matches the definitions rather than going to the front of
the room.
• Keep track of the time that it takes to complete the game and see if the class can beat the
previous time.
• Use names of states and capitals or any other terms that require matching pairs.
Source:
Topping, Donna and Roberta McManus. Real Reading, Real Writing: Content-Area Strategies. Portsmouth,
NH: Heinemann, 2002, 73-74.
17
18. Name That Category – The Pyramid Game
N
ame That Category resembles the TV game show $100,000 Pyramid. The game helps
students determine the common attributes of a list of vocabulary words so they can name the
category describing the terms.
Steps:
1. Divide a triangular template into six sections. Assign points to each section.
2. Identify pairs of students and select one student in each pair to begin as the clue giver.
Explain that the clue giver is the only one able to see the pyramid template with the
categories listed.
3. Cover categories at the beginning of the game. Uncover categories, one at a time, as they
are guessed.
4. Explain that as the clue giver gives clues associated with the category listed on the pyramid,
the guesser attempts to correctly identify the category. When the guesser is correct, the clue
giver moves on to another section of the triangle and repeats the procedure. A time frame of
30 seconds is given to guess each category.
5. Award the guesser the number of points labeled on each section. Award bonus points if
all categories are correctly identified.
6. Switch clue giver and guesser roles for each round played.
Adaptations:
• The pyramid template is placed on an overhead and sticky notes are used to cover
the category name. Once a team identifies the category and notifies you, remove
the sticky note for the next category and award points to the team with the correct answer.
Once all the categories have been correctly identified, the winning team yells “Pyramid!”
and the game stops. Teams are awarded the points they received during each category and
another round is started. The clue giver role rotates for every round.
• Other shapes are used instead of the pyramid which may reflect a season, holiday, unit,
or theme.
• Teams can beat their previous time in identifying the categories rather than competing
against each other for points.
Civil War
200 Points
Titles of Great
Literature
Things Found
in the Body
100 Points
100 Points
National Parks
Chemistry Terms
Liquids
50 Points
50 Points
50 Points
Sources:
Grant, Richard. “A Lively Vocabulary Game.” Language Teacher Online. 15 Jan. 1998. 05 May 2006
<http://web.archive.org/web/20040216162031/http:/langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/jan/
sh_grant.html>.
Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary: Teacher’s Manual.
Alexandria, VA: ASCD, 2005, 59-61.
18
20. Crossword Puzzles
M
ost students enjoy word puzzles. The process of using word puzzles in
the classroom has been simplified thanks to a variety of web sites that
help teachers construct puzzles. Generally, the internet program constructs
the crossword puzzle after the teacher enters the vocabulary words and their
definitions.
Steps:
1. Construct puzzles using graph paper and writing the terms across and down then drawing
boxes around each of the letters.
2. Number the boxes at the beginning of each word in numerical order – both across and
down.
3. List definitions alongside the grid according to the across words, then the down words are
listed.
Adaptations:
• Reverse Crossword Puzzles – For a change of pace, try reverse crosswords. The answers
for the words going across and down are given and the students write the definition or clues.
This can be done in pairs or small groups which enables the students to have rich conversations about the vocabulary words and definitions as they develop clues.
Internet Puzzle Builders:
• Discovery School (Puzzle Maker)
<http://puzzlemaker.school.discovery.com/>
• Education World (Vocabulary Puzzles, Activities, and Lesson Plans)
<http://www.educationworld.com/a_lesson/lesson/lesson241.shtml >
P
U
Z
Z
L
E
Sources:
Richardson, Judy S., and Raymond F. Morgan. Reading to Learn in the Content Areas. Belmont, CA:
Wadsworth Publishing Company, 1999, 375-377.
Topping, Donna, and Roberta McManus. Real Reading, Real Writing: Content-Area Strategies.
Portsmouth, NH: Heinemann, 2002, 75.
20
21. Synectic Comparisons
S
ynectics is a strategy for comparing content to an unrelated object. It causes students to think
about vocabulary words in creative ways. In a synectic comparison, the brain has to compare
two things that aren’t usually compared. In addition, the strategy requires the brain to create
pictures as it searches for comparisons. As a result, students are more likely to retain the
information.
Steps:
1. Identify vocabulary words or content terms.
2. Provide students with words not related to the content. Students may use these words to
create their comparisons.
For example, if the science content term is comet, you might provide students with the
following options:
Toaster
Speed boat
Ice cream cone
Stallion
3. Create an example to model the synectic.
A comet is like a _______________ because ___________.
A comet is like a toaster because it burns very hot.
4. Share your example with the class. Explain your logic or thinking for the comparison. Give
students the opportunity to list additional ways that a comet might be like a toaster.
5. Ask students to create their own comparisons. Students may work in teams or pairs. Allow
students to select from the comparison options you’ve provided or to select their own
objects for comparison.
6. Direct students to create a graphic illustration to accompany their synectics.
A comet is like a toaster because it burns
very hot.
7. Direct small groups to share their creations with the class.
Adaptations:
• Assign different vocabulary words or terms to student teams. Each team is responsible for
“teaching” the assigned term to the rest of the class.
• Ask students to write a paragraph to accompany the graphic. The paragraph should explain
in more detail “how” the two items are related with specific examples.
Sources:
Billmeyer, Rachel. Strategies to Engage the Mind of the Learner: Building Strategic Learners. Omaha:
Dayspring Printing, 2003, 186.
Gordon, William J.J. Synectics. New York: Harper & Row, 1961.
Synectics: A Brainstorming Tool. 05 May 2006
<http://edweb.sdsu.edu/Courses/ET650_OnLine/MAPPS/Synectics.html>.
Wellman, Bruce, and Laura Lipton. Data-Driven Dialogue: A Faciliator’s Guide to Collaborative Inquiry.
Sherman, CT: MiraVia, 2004, 112-113.
21
22. Word Sorts
W
ord Sorts help students analyze words by looking for patterns. Grouping words according to
similar attributes is an effective Before Reading strategy that activates prior knowledge of
vocabulary words or phrases. It is especially useful for nonfiction material.
The classifying or sorting can be done as an open or closed sort. In a closed sort students
organize vocabulary words into predetermined categories developed by the teacher. In an open
sort, students determine the categories. Robert J. Marzano lists classifying as one way to provide
students with multiple exposures to words to help shape word meanings.
Steps:
1. Select words that are important to a unit or topic of study.
2. Prepare cards with identified words. Older students can make their own cards and
write the words given from a list.
3. Direct students to sort or classify the words according to the closed sort determined by the
teacher or an open sort where students sort the words into categories that make sense to
them.
4. Allow students to work in small groups or pairs.
Adaptations:
• Words can be categorized into story elements: character, setting, problem solution, etc.
• See “Talk Fast” for turning the categorizing into game formats similar to popular parlor
games of TABOO, OUTBURST, and SCATTERGORIES.
• Wordstorming – brainstorming words to sort related to a topic.
• Categorize words into “I know,” I sort of know,” and “I don’t have a clue.” Students assist
each other if they know the definition of some of the words team members place in their
last two columns.
• Select a list of words and/or phrases that are important to understand. Include some familiar
words to ensure success. Make cards with a word or phrase on each one. In pairs, students
pair the cards that seem to go together and then write a sentence using the vocabulary pair.
As students become comfortable with the process, sorting can increase to a three-card
match. As students read the selection, they have some background knowledge of the
vocabulary they will encounter.
• Prior to reading, ask students to predict what the selection is going to be about and write a
prediction statement or write questions they have about the topic based on the list of words.
• Ask students to rearrange words following the reading as their understanding of the meaning
of the word(s) may have changed.
22
23. Word Sorts (cont.)
I
n an open sort, students sort and label the terms listed below. They can add words to their
categories once they have established the headings.
Deserts
Mountains
Oceans
Rivers
Bays
Coves
Plateau
Plains
Hills
Prairie
Canyons
Forests
Bluffs
Flatlands
Reservoir
Canals
Stream
Creek
Cliff
Cathedral Spires
Lake
Pond
Salt Flats
Categories selected may include but are not limited to the following:
1. By land or water
2. By topography
3. By size
4. Alphabetically
5. By regions of the USA (Coastal or Inland)
Sources:
Barton, Mary, and Clare Heinemann. Teaching Reading in Mathematics: 2nd Edition. Aurora, CO:
McREL, 2002, 86-88.
Billmeyer, Rachel. Strategies to Engage the Mind of the Learner: Building Strategic Learners. Dayspring
Printing: Omaha, NE: Dayspring Printing, 2003, 57-58.
Billmeyer, Rachel, and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora, CO: McREL, 1998, 89.
Cunningham, Patricia M. Phonics They Use: 4th Edition. New York, NY: Pearson Education, Inc., 2005,
81-82.
Hoyt, Linda. Make It Real: Strategies for Success with Informational Texts. Portsmouth, NH: Heinemann,
2002, 114-117.
Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary: Teacher’s Manual. Alexandria,
VA: ASCD, 2005, 47-48.
Preszler, June, ed. On Target: Reading Strategies to Guide Learning:Grades 4-12. Rapid City, SD:
Black Hills Special Services Cooperative, 2005.
“Vocabulary Sort.” The Teachers Desk. 05 May 2006
<http://www.teachersdesk.org/vocabsort.html>.
23
24. Vocabulary Notebooks/Journals
I
ndividual vocabulary notebooks invite students to strengthen their word
knowledge and internalize meaning for use throughout their lives. Robert J.
Marzano, in his book Building Academic Vocabulary: Teacher’s Manual,
suggests using tabs in the booklets to note different subjects or topics. Having
a dictionary definition is insufficient according to Marzano. He explains that
dictionary definitions are not written in conversational language. As a result, students are unable
to internalize meaning.
Dictionary definitions may be more helpful after a basic understanding of the word’s meaning is
established. Marzano recommends that words be defined using “student friendly” language. He
suggests including a nonlinguistic representation of the word or its meaning whenever possible.
Steps:
1. Direct students to identify unknown words, confusing words, or interesting words while
they read and discuss a unit or topic. As students identify words, they write them in their
vocabulary notebook.
2. Require students to list the exact sentence in which the word appears in the text.
3. After students have written the text definition, ask them to create definitions using their own
words (not a dictionary definition).
Adaptations:
• Consider assigning students to include a list of antonyms or synonyms.
• Assign students to include a picture, drawing, or symbol, if appropriate.
• Words in the News: Assign students to make a list of vocabulary words from a newspaper,
magazine, or other current event resource. Then students choose one or more of the words
that are of interest to them to include in their journal and why they chose it.
• Refer to On Target: Strategies to Guide Student Learning, During Reading: Concept
Definition Map, Pages 14-15.
• Word Dictionary: To help students develop a deeper understanding of a topic or unit, assign
them to make a list of words that may relate to the broad topic or unit. The students place
the words in alphabetical order and then define the words. A picture or guide words may
also be included.
Vocabulary Notebooks
Word & Page Number:
labyrinth. pg. 11
Resource:
Name of a Text
Sentence in which the word was used in the text:
Behind the castle was a labyrinth of hedges in which to hide from suspicious eyes.
Student Friendly Definition:
A maze – like a maze of bushes or plants or like a maze in design.
Antonyms
Synonyms
Maze
24
Picture/Drawing/Symbol
25. Vocabulary Notebook
Word & Page Number:
Resource:
Sentence in which the word was used in the text:
Student-Friendly Definition:
Antonyms
Synonyms
Picture/Drawing/Symbol
Sources:
Billmeyer, Rachel, and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora, CO: McREL, 1998, 88.
Hoyt, Linda. Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension. Portsmouth, NH:
Heinemann, 1999, 152-153.
Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary: Teacher’s Manual. Alexandria,
VA: ASCD, 2005, 14-30.
Robb, Laura. Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave
Comprehension Strategies Into Your Content Area Teaching. New York: Scholastic, 2003, 216-219.
25
26. Magic Squares
V
ocabulary comes alive when using Magic Squares. The Magic Squares strategy can be applied
at every grade level K-12. The strategy makes matching more interesting and interactive for
students. Magic Squares began in China several thousands of years ago. Squares are assigned
numbers which, when added across, down, or diagonally always equal the same sum.
Steps:
1. Direct students to match a lettered column of words to a numbered column of definitions.
2. Make sure letters on each square of the grid match the lettered words.
3. Explain that students find the magic number by matching the correct word and definition
and entering the number in the appropriate square on the grid.
4. Use any number of squares for the puzzle.
Magic Square
26
27. Magic Squares (cont.)
Illustration A represents a completed Magic Square based on the vocabulary for comprehension
strategies shown in Illustration B.
A
B
8
3
D
C
E
1
F
Magic number equals 12
Illustration A
2
G
6
4
H
7
I
0
5
Illustration B
A. To get a picture in your mind.
0. Synthesize
B. Ways to make connections.
1. Reread
C. What you do when you don’t
understand.
2. Question
3. Visualize
D. To wonder.
4. Infer
E. To read between the lines.
5. Vocabulary
F. To find the main idea and/or
details.
6. Determining Importance
G. Book to help with definitions.
7. Dictionary
H. To change your understanding as
you continue to read.
8. Text to self, text, and world.
I. Words with meaning.
Source:
Richardson, Judy S., and Raymond F. Morgan. Reading to Learn in the Content Areas. Belmont, CA:
Wadsworth Publishing Company, 1999, 380-381.
27
28. Connections to Previous On Target Books
G
ood readers tend to have a strong command of words. They break words down, apply them
differently depending on context, and recognize shades of meaning. As a result, several of the
strategies addressed in previous On Target booklets provided instructors with ideas and tools to
increase student vocabulary skills.
On Target: Strategies to Guide Student Learning
Before Reading: Word Splash, Page 9
Word Splash helps students access prior knowledge of words, build meaning for the words related
to the concept, and find repetition of key ideas important to the new unit of study.
During Reading: Concept Definition Map, Pages 14-15
Students use the Concept Definition or Word Map strategy to read unfamiliar words and build
vocabulary.
During Reading: Word Sorts, Pages 20-21.
Word Sorts are simple small group activities. They help students understand key words from a
reading selection. Students identify meaning and properties of words before sorting the list into
defined groups.
On Target: Strategies to Improve Student Test Scores
Vocabulary and Test Scores, Page 18.
Standardized tests have as much to do with vocabulary as they do with content understanding.
According to Kendra Wagner, Seattle Pacific University, vocabulary makes up 75 percent of
comprehension. Wagner says if a student doesn’t understand three to five words on a text page,
comprehension is inhibited.
On Target: Strategies to Help Struggling Readers
During Reading Bookmarks, Pages 15-16.
Students use a bookmark to note important or interesting information or words. Two of the listed
options in using bookmarks for vocabulary words are “Mark My Words” and “Mark the Bold/Talk
the Bold.”
On Target: Strategies to Help Readers Make Meaning through Inferences
Traditional Cloze Techniques, Page 5
Based upon the psychological theory of closure (Taylor, W.L. 1953), the cloze procedure was
subsequently developed as a tool for many aspects of reading. The cloze theory suggests that a
person attempts to complete any pattern that is not complete.
Making Inferences with Figurative Language, Page 18.
While generally associated with literature, figurative language is not exclusive to that genre.
Authors often use similes, metaphors, or personifications to describe something by comparing it to
an experience common to most people.
28
30. For Further Reading
Allen, Janet. Tools for Teaching Content Literacy. Portland, ME: Stenhouse, 2004.
—. Words, Words, Words: Teaching Vocabulary in Grades 4-12. Portland, ME: Stenhouse, 1999.
Barton, Mary, and Clare Heinemann. Teaching Reading in Mathematics: 2nd Edition. Aurora,
CO: McREL, 2002.
Baumann, James K., and Edward J. Kame’enui, eds. Vocabulary Instruction: Research to
Practice. New York, Guilford, 2003.
Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust
Vocabulary Instruction. New York: Guilford, 2002.
Billmeyer, Rachel. Strategic Reading in the Content Areas: Practical Applications for Creating a
Thinking Environment. Omaha, NE: Dayspring Printing, 2004.
—. Strategies to Engage the Mind of the Learner: Building Strategic Learners. Dayspring
Printing: Omaha, NE: Dayspring Printing, 2003.
Billmeyer, Rachel, and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me,
Then Who? Aurora, CO: McREL, 1998.
Blachowicz, Camille L.Z., and Peter Fisher. Teaching Vocabulary in All Classrooms. 3 rd ed.
New York: Pearson Education, 2005.
Blachowicz, Camille L.Z., Peter Fisher, and Susan Watts-Taffe. Integrated Vocabulary
Instruction: Meeting the Needs of Diverse Learners in Grades K-5. Naperville, IL: Learning
Point Associates, 2005.
Block, Cathy Collins, and John N. Mangieri. Vocabulary Enriched Classroom: Practices for
Improving Reading Performance for All Students in Grades 3 and Up. New York: Scholastic,
2006.
Cunningham, Patricia M. Phonics They Use. 4th ed. New York, NY: Pearson Education, 2005.
Fountas, Irene C., and Gay Su Pinnell. Guiding Readers and Writers, Grades 3-6: Teaching
Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann, 2001.
Fry, Edward B., and Jackqueline E. Kress. The Reading Teacher’s Book of Lists. 5th ed.
San Francisco: Jossey-Bass, 2006.
Fry, Edward B. The Vocabulary Teacher’s Book of Lists. San Francisco: Jossey-Bass, 2004.
Graves, Michael F. The Vocabulary Book: Learning and Instruction. New York: Teachers College
Press, 2005.
30
31. For Further Reading (cont.)
Hoyt, Linda. Make It Real: Strategies for Success with Informational Texts. Portsmouth, NH:
Heinemann, 2002.
—. Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension. Portsmouth,
NH: Heinemann, 1999.
Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary: Teacher’s Manual.
Alexandria, VA: ASCD, 2005.
Olson, Amy E. Academic Vocabulary. New York: Pearson Education, 2006.
Paynter, Diane E., Elena Bodrova, and Jane K. Doty. For the Love of Words: Vocabulary
Instruction That Works, Grades K-6. San Francisco: Jossey-Bass, 2005.
Rasinski, Timothy, et al, eds. Teaching Word Recognition, Spelling, and Vocabulary: Strategies
from The Reading Teacher. Newark, DE: IRA, 2000.
Richardson, Judy S., and Raymond F. Morgan. Reading to Learn in the Content Areas.
Belmont, CA: Wadsworth Publishing Company, 1999.
Robb, Laura. Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave
Comprehension Strategies Into Your Content Area Teaching. New York, NY: Scholastic,
2003.
Tompkins, Gail E., and Cathy Blanchfield. Teaching Vocabulary: 50 Creative Strategies,
Grades K-12. Upper Saddle River, NJ: Pearson, 2004.
Topping, Donna, and Roberta McManus. Real Reading, Real Writing: Content-Area Strategies.
Portsmouth, NH: Heinemann, 2002.
Umstatter, Jack. Words, Words, Words: Ready-to-Use Games and Activities for Vocabulary
Building, Grades 7-12. San Francisco: Jossey-Bass, 2004.
31
32. ESA Region 6
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Northern Hills Area
Belle Fourche
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Newell
Spearfish
Meade
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Douglas
Haakon
New Underwood
Rapid City
Wall
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Custer
Edgemont
Elk Mountain
Hill City
Hot Springs
Oelrichs
Shannon County
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