VOCABULARY
LIST-GROUP-LABEL
This exercise should be done before reading, and can be used with an individual student, small groups, or the whole class. The goal is to improve the student's vocabulary and categorization skills, as well as their semantic understanding of words.
How to use list-group-label:
Select a main concept in a reading selection.
List: Have students brainstorm all the words they think relate to the topic.
Visually display student responses.
Do not critique student responses - if an answer seems unrelated, let the students realize during categorization.
Group: Divide your class into small groups. Each group will work to cluster the class list of words into subcategories. As groups of words emerge, challenge your students to explain their reasoning for placing words together or discarding them.
Label: Invite students to suggest a title or label for the groups of words they have formed. These labels should relate to their reasoning for the grouping.
POSSIBLE SENTENCES
This one is a pre-reading vocabulary strategy that can activate students' prior knowledge about content area, vocabulary, and concepts. This exercise can be done with individual students, small groups, or the whole class. Provide a short list of vocabulary words from the reading. Before reading, ask students to create a relevant, meaningful sentence for each vocabulary word. After reading, check to see if students' "possible sentences" are accurate or need revising.
SEMANTIC FEATURE ANALYSIS
Semantic feature analysis can be implemented before, during or after reading with a student, small group, or class. This strategy enhances comprehension and vocabulary skills, because students learn through comparing and contrasting words and their meanings.
How to use semantic feature analysis:
Select a category/topic.
Provide students with key vocabulary words.
Vocabulary words should be listed down the left hand column and the features of the topic across the top row of the chart.
Have students place a "+" sign in the matrix when a vocabulary word aligns with a particular feature of the topic. If the word does not align students may put a "–" in the grid. If students are unable to determine a relationship they may leave it blank.
SEMANTIC GRADIENT
The semantic gradient exercise can be done before, during or after reading with a student, small group, or class. Students consider a continuum of words by order of degree. Semantic gradients often begin with antonyms, or opposites, at each end of the continuum. This strategy helps students distinguish each word's meaning, and has shown to reflect positively in writing skills later on.
WORD HUNTS
Word hunts can be used during reading practice with a student, small group, or class.
How to use a word hunt:
Introduce the book/topic.
Model word hunting by using a portion of text copied onto chart paper, overhead transparencies, or a familiar book.
Ask the students to read and reread a text to find words that fit a particular pattern.
WORD MAPS
Bring word maps into your classroom to improve semantic understanding and word association. This practice can be used before, during, or after reading with a student, group, or the class.
How to use word maps:
Introduce the vocabulary word and the map to the students.
Teach them how to use the map by putting the target word in the central box.
Ask students to suggest words or phrases to put in the other boxes which answer the following questions: "What is it?" "What is it like?" and "What are some examples?"
Encourage students to use synonyms, antonyms, and a picture to help illustrate the new target word or concept.
Model how to write a definition using the information on the word map.
WORD WALLS
Aid your students' reading study by creating a word wall, which is a collection of words displayed in the classroom to use as an interactive tool.
How to use word walls:
Make words accessible (put them where every student can see them). They should be written in large black letters using a variety of background colors to distinguish easily confused words.
Teachers and students should work together to determine which words should go on the word wall. Try to include words that children use most commonly in their writing. Words should be added gradually — a general guideline is five words per week.
Use the word wall daily to practice words, incorporating a variety of activities such as chanting, word guessing games and writing them.
Use content-area material from the curriculum rather than randomly selected words.
Word walls should be referred to often so students come to understand and see their relevance.
Find printable word wall lists by content area and vocabulary units on the Teachnology website.