Vocabulary Lesson Classroom Ideas Page 4
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416. Word of the Week Program
(Reiss, 2008)
Do this as a school.
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Students select the word and submit it for consideration to Ms. Hijonosa.
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Ms. Hinojosa announces the word during the announcements on Monday.
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Everyone commits to making every effort to use the word daily in natural and meaningful academic classes.
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17. Word Up!
(Richek & McTague, 2008)
Teacher identifies words from selected material (novel, short story, news article) and writes them on cards.
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1-2 cards are distributed to each student.
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Teacher reads the selection and each student holds up appropriate word card each time targeted word is
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read.
18. Word Walls
(Gaquin, 2008)
Word walls can be as effective in upper grade classrooms as they are in the primary grades. With word
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walls teachers can help students develop reading and writing vocabularies, enhance content learning, and
support struggling readers and English as second language students.
As students master a word, it should be retired to a shoebox and newer words added to the wall. The
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“shoe box” words can be reviewed before cumulative tests, or used to help students make connections
between past learning and new topics. Word walls work best when they are interactive, with words that
can be easily added, removed or rearranged. Pocket charts, or index cards with peel-and-stick Velcro, or
peel-and-stick magnetic strips work well.
19. Word Wizards
(Reiss, 2008)
Make vocabulary growth an ongoing objective in your classroom.
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Create a word wall.
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Students can write new words they come across.
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Show your appreciation for uncommon and interesting words with comments of praise when students use
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them.
20. Marzano’s six steps for direct vocabulary instruction
Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of
students, use imagery).
Step two: Students restate or explain the new word in their own words (verbally and/or in writing).
Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic
representation).
Step four: Students engage in activities to deepen their knowledge of the new word (compare words, classify
terms, write their own analogies and metaphors).
Step five: Students discuss the new word (pair-share, elbow partners).
Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Telephone).
Compiled by Rebecca S. Martinez, Ph.D.
rsm@indiana.edu
Page 4 of 4
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