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Vocabulary Resources

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How to use the Frayer Model - TeachLikeThis

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According to Robert Marzano, Classroom Instruction that Works, “student achievement will increase by 33

percentile points when vocabulary instruction focuses on specific words that are important to what students are learning.”

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Purpose: This strategy is used to provide a deeper understanding of vocabulary/content information by using critical thinking skills to categorize words.

Description: Students begin by organizing their words and placing them into the appropriate categories.

The conversation that goes on in each group will help in understanding and retention of the words.

The teacher may provide the categories or the students can create their own categories depending on the content and level of the students.

The teacher may also choose to have each group write a summary sentence using words from the categories.

Procedure:
1.  Group students into small groups of 2-3.
2.  “Dump” – Have students develop a list of words, items, or new information related to the topic of study.
3.  “Clump” – Using the “dump” word list, students should categorize (clump) and label words from the list.

4.  Have students write a descriptive summary sentence for each category of words

5.  Upon completion, these should be posted around the room or shared in small groups.
Source:

Rogers, S., Ludington, J., & Graham, S. (1999). Motivation and learning. Evergreen, CO: Peak Learning Systems.

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"Graphic Word Walls"

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Building Academic Vocabulary- Interactive Word Walls and Strategies- Grade 7

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Middle school teacher explains how she has students create a word wall with student made designs. She explains how her students maintain the "living" word wall that evolves as students build vocabulary.

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Which words are best suited for paint chips?

How could you use paint chips in your classroom?

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Why is setting a time limit essential to this activity?

How can this activity be used as both a pre-teaching and review activity?

What are the learning benefits to allowing students to be mobile?

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How does the teacher make vocabulary a natural part of the classroom?

Why were the synonym/antonym cards important?

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Why is it important to have students to both read standard definitions of words and come up with their own definitions?

How does this teacher connect vocabulary to the students' lives?

What can you take away from this video about teaching vocabulary?

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Why is it beneficial to have students identify challenging vocabulary on their own?

How could you consider vocabulary development when selecting texts for your students?

How would you have students share and define the words they select?

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"Building Science Vocabulary"

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Thought starters

1. Why is it beneficial to have students identify challenging vocabulary on their own?

2. How could you consider vocabulary development when selecting texts for your students?

3. How would you have students share and define the words they select?

School Details

John Ehret High School
4300 Patriot Street
Marrero LA 70072

Data Provided By:

Teachers

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Building student vocabulary allows them to read and write at a higher level. Here is a good strategy to build student vocabulary, which starts by the students identifying tough words, and examining related words.

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"College Talk"

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ELA.L.2.5

Common core State Standards

ELA: English Language Arts

L: Language Standards K-\x80\x935

2: 2nd Grade

5: Demonstrate understanding of word relationships
and nuances in word meanings.

a. Identify real-life connections between words
and their use (e.g., describe foods that are
spicy or juicy).

b. Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny,
scrawny).

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does Ms. Kim make vocabulary a natural part of the classroom?

2. Notice the synonym list and vocabulary cards that provide visual references. How does the students' response to this strategy change over time?

School Details

Charles White Elementary School
2401 Wilshire Boulevard
Los Angeles CA 90057

Data Provided By:

Teachers

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College Talk: Improving Students' Vocabulary

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ELA.L.2.5 Common core State Standards ELA: English Language Arts L: Language Standards K-\x80\x935 2: 2nd Grade 5: Demonstrate understanding of word relationshipsand nuances in word meanings. a. Identify real-life connections between wordsand their use (e.g., describe foods that arespicy or juicy). b.

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"Paint Chips"

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ELA.L.11-12.4b

Common core State Standards

ELA: English Language Arts

L: Language Standards 6-12

11-12: 11th & 12th Grades

4b:
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11-12 reading and content, choosing flexibly from a
range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
wordâ\x80\x99s position or function in a sentence) as a clue to the meaning of a word
or phrase.

b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. What scaffolds does Ms. Wessling put into place to get her students using new vocabulary?

2. Which words are best suited for paint chips?

3. How could you use paint chips in your classroom?

School Details

Johnston Senior High School
6501 Northwest 62nd Avenue
Johnston IA 50131

Data Provided By:

Teachers

English Language Arts / 10 11 12 / Teacher

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High School ELA teacher Sarah Brown Wessling uses paint chips to teach her students about related words. Sarah writes related words and synonyms on the different parts of the paint chips. Students read the paint chips and practice pronouncing the vocabulary words.

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"Kick Me"

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ELA.L.7.5b

Common core State Standards

ELA:
English Language Arts

L:
Language

7:
7th Grade

5b:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

1. Why is setting a time limit essential to this activity?

2. How can this activity be used as both a pre-teaching and review activity?

3. What are the learning benefits of allowing students to be mobile?

School Details

Wilmette Junior High School
620 Locust Road
Wilmette IL 60091

Data Provided By:

Teachers

English Language Arts / 7 / Teacher

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Jody McCauley uses address labels to spice up the practice of thinking through analogies. Each student has a worksheet with one part of the analogy that they must match up with a word on another classmates back. Ms. McCauley advises using this activity for pre-teaching or review.