HOW TO TEACH GAMES
“Which words should I teach?”
Which words are most important to understanding the text?
How much prior knowledge will students have about the word/concept?
Is the concept significant and therefore requires previewing?
Which words can be figured out from the context?
How can I make repeated exposures to the word/concept enjoyable and meaningful?
4-2-1 Summarizer
Four
Two
One
Rogers, et.al (1999). Motivation and Learning. . .
Word Sorts
Provide students with a set of vocabulary word cards (related to a specific concept or topic).
Work in groups to sort the words into categories.
Encourage students to find more than one category for the vocabulary words.
Students then discuss with teacher & peers their rationale for categorizing words.
cold front
meteorologist
temperature
barometer
hurricanes
Comprehensive Vocabulary Instruction
Rich language learning environment
(including Read-Alouds)

Wide and Varied Independent
Reading


Direct Vocabulary Instruction
Definition
Characteristics
Non-Examples
Examples
Frayer Model
(Frayer, Frederick, & Klausmeier, 1969)
herd
Group
Like animals
Clustered
a congregation of wild animals
Four Square Response
Term
Illustration
Definition

a degree of wetness especially of the atmosphere
Connection
humidity
3 x 3 Vocabulary
word
knowledge
reading with explanation
strategies
direct instruction
Nonlinguistic
representations
Frayer
dictionaries
background
knowledge
assessment
Adapted from Guilford County Schools, 2002
BEST PRACTICES
This session is based in the Vocabulary “Best Practices” module designed by Metro RESA.
ENRESE
LARCIYL
ELGNET
MENOLS
Jumped Word
S…………….
L……………
G……………
S……………
PCORESOM
C……………
COMPOSER
SERENE
SOLEMN
LYRICAL
GENTLE