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Vocabulary Strategies General Vocabulary Development Freerice.com Madlibs (teaches parts of speech) NRP research: good teaching vocabulary must include: relating new words to prior knowledge, combining contextual meaning with definitional meaning, multiple exposures to new words, and active learning. For Curriculum Vocabulary (like Harcourt Trophies “Word Power”) vocabularyA-Z.com (handout examples) Make oral personal connections to target words: (“Have you ever plotted to do something to someone else?”) use word to-word connections (“plot is like plan…), word- to- self connections (“I plotted to put a snake in my sister’s bed…”), and word- to –world connections (On the news I heard about a plot to…”). All respond: “everyone shrug”….”everyone walk using a heavy tread…” All respond: Beforehand, teacher writes a paragraph or short story that contains a target word 5 times. Teacher reads it out loud, pausing There is a puppy named Skippy. When Jennifer rolls a ball over the where the word should go. Everyone says the word out floor, Skippy runs _____it. Skippy also likes to chase _____birds. But loud each time you pause. Gives practice pronouncing most of all, Skippy likes to lie in the sunshine ___ the kids leave for tricky words as well as hearing the word used correctly in school. ___all, puppies need their rest, too. context. (IE: target word is “after”) All respond: Thumbs up-Thumbs down: Teacher makes a statement using the target word correctly or incorrectly: “If you neglect your pet, do you take good care of it?” Which Word: 5-8 vocab words scattered on everyone’s paper. With game piece or finger, see who can choose the correct word first as you give a definition, example, or cloze sentence with a blank. Ball toss: Teacher crumples up a ball of paper. Gives a definition, tosses ball to a raised hand. That person must give another definition or example of another target word, then he tosses the paper ball to another raised hand. Silly sentences (“use your word in a sentence with a helicopter…”) Act out your word and have class guess which it is. Can you remember it? Student makes an oral sentence using the target word, chooses a classmate to repeat it. Encourages making longer sentences as well as paying attention to each other. You can be challenged to repeat your own sentence! Draw a picture of each vocab word, save in personal vocab book. Marzano Strategy: “Using Non-Linguistic Representations” Use paint strips from Wal-Mart or Home Depot to “rank” synonyms. Decide as a group how to rank a group of synonyms from most to least intense or backwards, then write each synonym on a different shade of the paint strip. (“enraged, furious, angry, mad, irritated, peeved” would start with enraged written on the darkest shade and peeved written on the lightest.) Graphic Organizers (attached) www.enchantedlerning.com/graphicorganizers/vocab www.educationoasis.com/curriculum/GO/vocab_dev.htm Predict what each word mans in isolation, draw it or write about it, then read it in context, then revise your prediction.