Vocabulary Strategies

1. Word Ladders


Source: (Tompkins, 2013)


Explanation: For this activity, students are able to change words into other words through

verbal directions by only changing one letter per step. For example, students start with the

word good. The teacher says “change the beginning sound to produce the past tense of

stand.” Students should change good to stood. The teacher would then say, “Change the

ending sound to write a word that means a seat without arms or a back.” Students would

write the word stool on the line below stood. And the ladder continues as the teacher gives

directions. This activity allows students to consider phonemic awareness and what letters

need to be added and taken away to appropriately meet the requirements given by the

teacher. In the end, the students have a ladder that consists of many different vocabulary

words that were created from a variety of words.




2. Concept Cube


Source: (Cox, 2016).


Explanation: On a cube template, students write the following six things in each of the

boxes: 1. Use the vocabulary word in a sentence 2. Antonym 3. Synonym 4. Define it 5.

Rhyme 6. How many syllables. Then, students cut and construct the cube. Once the cube is

put together, students work with a partner to roll the dice and perform the action of whatever

side the cube lands on. This is a universal strategy because students can use the same cube

for any vocabulary list. This strategy allows students to explore different components of each

of their vocabulary words. Through learning different elements of a word, such as finding

synonyms and antonyms students will be able to come to a better understanding of the word.

From this better understanding students will be more comfortable using the word and also

understanding the word whenever they come across it when reading. 


3. 

Source:

Explanation:


4. Word Talk With Questioning


Source: (Allen, 2014).


Explanation: Word Talk is an active discussion that takes place before reading that allows

students to discuss and work with vocabulary that is related to the content they are about to

read. For teachers, this is a great way to assess students prior knowledge regarding a specific

topic. Research shows that when students experience new words and have meaningful

opportunities to use them, understand them, use them in reading and writing, and discuss

them, the more they will learn. Word Talk With Questioning occurs when a new topic is

introduced. The teacher provides students with specific vocabulary words that are related to

the topic. Students should discuss these words and any prior knowledge they have of them.

Students will then answer a few questions

using the vocabulary words prior to reading.

When students have completed the questions,

they read the text. As they read the questions

should be revisited and their answers should

be revised as they come to a better

understanding of the vocabulary words and

the text. Through this strategy, students start

working with the vocabulary words by

accessing any prior knowledge they have.

 From there, they are able to build on that knowledge to contribute to a deeper meaning of the

vocabulary word.


5. Visual Puzzles


Source: (Allen, 2014).


Explanation: Visual puzzles allows students to have a little fun while also learning

vocabulary. Students should be asked to create visual pictures or puzzles that still allow

people to “read” the word. For example, students could draw a girl that has hair on her head

with an arrow pointing to her hair and then an empty pot to represent Harry Potter. This

strategy is a fun way for students to learn how to use context clues in order to figure out

more details regarding a story. This really teaches students that not all clues are extremely

obvious and some might be difficult to find. Another way to modify this activity would be to

have student illustrate book titles with emojis rather than drawing. This makes the activity

more engaging and relatable to students and eliminates the excuse of “I can’t draw well” that

some students might try to use to avoid the activity. 




Death of A Salesman
6. Virtual Word Wall


Source: (Oxenvad, 2012).


Explanation: Virtual Word Walls are an extremely beneficial tool for students. Through the

website padlet.com, teachers can create a space for words displayed on their classroom word

wall that students are able to access from anywhere. This allows students to rely on the word

wall as a resource as they do in the classroom no matter where or when they are completing

their work. Furthermore, teachers can create multiple pages for different content vocabulary.

Specific vocabulary can be posted and grouped together for social studies, science, or math

units which turns the word wall into a vocabulary resource for any subject. Furthermore,

teachers have the ability to post videos and pictures along with the definitions which makes

this word wall much more interactive than the word wall students are used to seeing in a

classroom. Also, if students are working on computers at their desks, they can access the

word wall for information without having to possibly squint from their seats. Having this

resource allows students to build vocabulary knowledge from any location (given they have

a mobile device) which could improve students writing and comprehension both inside as

well as, outside the classroom.




7. Retire Overworked Words


Source: (Serravallo, 2015).


Explanation: This strategy is meant for students to begin to notice when they using boring

overworked words. As students read a variety of texts they can notice the different words that

authors choose instead of overused words such as nice, mean, said etc. For this strategy, the

teacher should make an anchor chart where the class can contribute and discuss overworked

words. After the list has been compiled the teacher can explain that those words are officially

retired and students should work to find better ones. As students read and come across a

retired word, the teacher can ask “the word said is on our retired list! What could we replace

it with to make the sentence more specific?” Or “How do you know that word is a good

replacement for ____ in this sentence?” This will allow students to get into the habit of using

more descriptive words that will enhance their reading as well as transfer into writing and

improve the detail in their writing as well.




 


8. Stick To Your Story


Source: (Serravallo, 2015).


Explanation: In this strategy, students begin by thinking about what is happening in the story.

From there, they come up with a definition for the unknown or content related word. Then

students should explain how the definition fits with the context of the story. Students should

be encouraged to use details from the story to support their explanation. Only using details

from the story to support their definition will allow students to stay closer to the correct

definition as opposed to making up a scenario that has no text evidence or details to support

it. Straying from details makes it more likely that students will lead themselves to a

definition that does not fit the story they are working with. To help students learn this

strategy, teachers can use anchor charts or graphic organizers to guide students thoughts.

Teachers can also ask questions such as, “does the way you explained that word fit with the

details of the whole story?” Or “explain why you think thats the meaning?” Through

defining a vocabulary word based on the context and details of a story, students become

successful through taking the time to consider what makes the most sense and when backing

up their ideas with details from the text.


9. Get to the Root


Source: (Serravallo, 2015).


Explanation: Get to the Root is a strategy that allows students to analyze words in order to
see if they contain root words that are familiar. Students can then work with the prefix or

suffix to see if it is able to change the meaning of the root. Then, by going back and re-

reading the sentence, seeing what the word might mean within the context it is being used in.

Students can work in pairs to produce a mini poster of a root they are familiar with. Then, the

posters can be displayed around the room. Pairs can travel to each poster writing down

words that they know involving that root along with what the word means. After adequate

time has been given, the posters can be reviewed and the words can be discussed. This

activity allows students to brainstorm ideas off of their partners as well as come together in

the end to see the different ideas the class came up with. The posters could be displayed

somewhere in the room for students to go back to and reference as needed as they become

more comfortable with working with roots, prefixes, and suffix.

10. Find Similarities and Differences Within Groups


Source: (Serravallo, 2015).


Explanation: This strategy teaches students how to use the text in order to increase their

word knowledge and vocabulary skills. As students read and they notice the author listing

words, for example, happy, cheerful, overjoyed, excited, exuberant, and the student did not

know what exuberant meant this student could use the other words in the list a synonyms.

This allows the students to infer that the meaning of exuberant is excited and happy. In order

to practice this strategy, students can make lists of words where some are common and

familiar and others are not. From there they can switch with a partner and have the partner

infer the unfamiliar word meanings.