STRATEGIES FOR LEARNING VOCABULARY

THE ROUTE :

The Importance of Learning Vocabulary

Strategies For Learning Vocabulary

1. Concept Definition Mapping 2. Contextual Redefinition3. Dictionary Game4. Frayer Model5. List / Group / Label6. Rivet7. Semantic Feature Analysis 8. Semantic Webbing 9. SVES ( Stephen’s Vocabulary Elaboration

Strategy )10.Student Voc. Strategy11. Word Analogies12.Word Sort

Game Activity ! The End

Learning vocabulary is the key to all other aspects of language learning. So building up your vocabulary is probably the most important part of the learning process.

Vocabulary Strategies

1. Concept Definition Mapping

To place information in logical categories, to identify defining properties and characteristics, and to offer examples of ideas.

This strategy is especially useful for analyzing brief, but content-rich, reading selections.

2. Contextual Redefinition

Specific steps for deducing the meaning of unknown (or unclear) words in a reading passage.

Close attention to word order, syntax, parallel ideas, and examples as keys for predicting word meaning. This strategy encourages students

•To focus on what is clear and obvious in a reading selection,

•To use these observations to help interpret unclear terms and ideas within the known context.

3. Dictionary Game

A team activity that both builds student vocabulary and strengthens dictionary skills.

In this game, student teams first compete with each other to find a word definition in the dictionary.

Students quickly learn that the primary definition of a word is not always its meaning in a specific context.

4. Frayer Model

A graphical organizer used for word analysis and vocabulary building.

This four-square model prompts students to think about and describe the meaning of a word or concept by • Defining the term, • Describing its essential characteristics,

• Providing examples of the idea, • Offering non-examples of the idea.

5. List / Group / Label

Offers a simple three-step process for students to organize a vocabulary list from a reading selection.

Stresses relationships between words and the critical thinking skills required to recognize these relationships. List/Group/Label challenges students to • List key words (especially unclear and/or technical terms) from a reading selection.

• Group these words into logical categories based on shared features.

• Label the categories with clear descriptive titles.

6.Rivet

A variation of the childhood game, HangMan.

This game introduces vocabulary terms and encourages better spelling.

The game is very simple. The teacher draws a blank line for each letter of a vocabulary word.

Then she slowly fills in the blanks, one letter at a time, until a student guesses the word. This student is then asked to come to the chalkboard and complete spelling the word.

7. Semantic Feature Analysis

Strategy asks students to identify key words in a reading selection and relate these words to the major concepts of the text.

This strategy makes special effort to draw on a student's past knowledge and experiences to define and relate the key terms.

8. Semantic Webbing

Semantic Webbing builds a

side-by-side graphical

representation of students'

knowledge and perspectives

about the key themes of a

reading selection before and

after the reading experience.

SVES maintain a vocabulary notebook.

Whenever a new (or unclear) word confronts a student, the student writes and defines the term in the vocabulary notebook.

Review these words regularly.

This strategy stresses dictionary skills. Students use a dictionary to define new words and their parts of speech.

9. SVES (Stephens Vocabulary Elaboration Strategy)

Contextual Redefinition and Visual Imagery strategies.

Students first identify key words in a reading selection and define them from their context within the larger document.

Students then "visualize" or imagine the scene described in the reading in vivid sensory terms.

This strategy greatly enhances retention by adding a sensory connection between the reading content and the reader's prior knowledge.

10. Student Voc. Strategy

Word Analogies allow students to link familiar concepts with new ideas—prior experiences with new information.

In this strategy, students confront two related words and are challenged to explain the nature of their relationship.

Next, students apply this same relationship to other word pairs.

11. Word Analogies

* A simple small group activity.

* Students list key words from a reading selection.

* Students identify the meaning and properties of each word.

* Then "sort" the list into collections of words with similar features.

* This "sorting" process links students' prior knowledge to the basic vocabulary of a reading selection.

12. Word Sort

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CANSU AY