Vocabulary Lesson Classroom Ideas Page 2
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45.
Connect Two
(Richek & McTague, 2008)
Game where two lists of words are put on a blackboard or overhead projector.
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Students are asked to make connections between a word on the first list and a word on the second list
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and they must explain the reason for the connection that they made.
6.
Dictionary games
(Reiss, 2008)
Set up timed competitions.
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Group students by tables or set one-half of the room against the other.
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Gamelike structure motivates and involves students.
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7.
Find that Word
(Richek & McTague, 2008)
Students are asked to record words they are studying when they encounter them in reading and speech.
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This enables students to see the words in different contexts and deepens their vocabulary knowledge.
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Teacher gives students a list of target words.
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Students are to write the sentence in which the words appears (students can be given strips of paper).
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One way to add interest is to see how many a class can collect!
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Devote a few minutes each week to reading the sentences – then post them.
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Points can be awarded for:
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i. 1 point – Student saw or heard the word in speech, print or the media.
ii. 2 points – Student used the word in speech (peer wrote the sentence).
iii. 3 points – Student used the word in writing.
Activity takes a minimum of instructional time, yet encourages notice and use of vocabulary words.
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8.
Language Detectives
(Reiss, 2008)
Identify “Language Detectives.”
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ELLs or Spanish speakers who find academic words with Spanish cognates.
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What it does: decreases language load so ELLs can access the content.
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9.
Pair-Define-Explain
(Reiss, 2008)
Teach vocabulary by sprinkling your instruction with interesting words and phrases.
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Pair the word or phrase with high-frequency synonym, definition, explanation or visual depiction.
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Repeat them frequently always pairing with the explanatory source.
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• He committed an egregious error – a very bad mistake.
• The liquid becomes effervescent – bubbly, full of bubbles – when we stir it.
• The Pilgrims embarked on a long journey. They began…they started on a long trip.
• She was motivated by vengeance –she wanted to punish him, sort of get back or get even with him.
10. Personal Dictionaries
(Reiss, 2008)
Have Students Develop a Personal Dictionary.
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You or students select organizing principle:
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Subject specific
Alphabetical
General/technical
Social/academic
English only or bilingual; Can include native language translations; Antonyms and synonyms
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11. Semantic Maps
( )
A Semantic Map is one type of graphic organizer. It helps students visually organize and graphically show
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the relationship between one piece of information and another. Researchers have identified this strategy as
an excellent technique for increasing vocabulary and improving reading comprehension. As a prereading
Compiled by Rebecca S. Martinez, Ph.D.
rsm@indiana.edu
Page 2 of 4
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