Strategy to teach vocabulary

7 Creative Strategies To Improve Vocabulary Teaching

Vocabulary skills are critical to each student's academic achievement. In and out of the classroom, student success depends on grasping reading comprehension and English language development. Effective vocabulary strategies help you educate children as they learn new words. 

Developmental delays, reading difficulties and infrequent exposure to new words can cause setbacks in student progress. However, most teachers agree that passive learning isn't the best way to help students grow their vocabulary skills.

What teaching strategies should you use instead to streamline vocabulary instruction?

How is vocabulary knowledge developed?

Vocabulary is understanding how to use words in relation to their meaning. Developing new vocabulary involves more than just looking up words in a dictionary and using those words in sentences.

Students' vocabulary grows throughout their lifetime through direct and indirect learning.   You can adopt direct teaching methods such as:

• Introducing specific word instruction geared toward increased comprehension and vocabulary.
• Leading wordplay activities that build upon previously learned words.
• Encouraging students to read often to boost their word knowledge and language development.
• Using the dictionary to teach word meanings and asking students to use those words in sentences during class participation.
• Utilizing Cognate Awareness (ELL) to teach kids similar words in English and other languages, such as Spanish. Cognates are two words in different languages that have similarities including spelling, meaning, and pronunciation.
• Making speaking skills a priority when learning vocabulary.
• Reading stories to your students. It helps them to question and learn specific words. Books that contain pictures may help reinforce the 'bigger' words for your students.  

Deepening vocabulary skills takes a lifetime. It’s vital that students understand how to learn new words so that they don't feel singled out if they're struggling to enhance their vocabulary.

Effective vocabulary learning techniques

When teachers use word learning techniques and teaching strategies like dictionary use, morphemic analysis, cognate awareness and contextual analysis, students catch on quickly and can recall new words, synonyms and antonyms. Each of these components builds on their prior knowledge of other words to create their own vocabulary library.

Effective teaching strategies include various methods you can use in the classroom today:

• Expose students to the same word many times to support learning
• Give students the definition of the word and ask them to write that word in a sentence
• Use graphic organizers to define new words
• Teaching kids to be independent and learn how to correct their own errors — it's ok to make mistakes!
• Bring technology into the classroom and use digital tools suited to teaching vocabulary.
• Let students practice often

Simple and effective vocabulary strategies help your students build an impressive vocabulary. But we have more tactics to share with you!

Be sure to have a look at the comprehensive list of targeted strategies to help you teach vocabulary to your students.

1. Take a student's perspective

You understand what it's like to grow your own vocabulary — you’ve been doing it for many years! With your higher education and experience in reading and writing, there is much wisdom you can pass onto your students.

Adjust lesson plans to accommodate any problems that students encounter as they learn new words. Show them how to take a word they've never heard of before, sound it out and show its use in a sentence or two. They'll pick up on its meaning through the sentences.

One way to level-up this language technique is to take a culturally-responsive approach. And you can do this by framing new words in examples that are familiar to your students whether it's geographically, culturally or socio-economically, for example.

2. Try using a word wall

A word wall encourages kids to focus on learning new words. Word walls are easy to create! Simply type or handwrite a list of words in large letters and hang them up on a bulletin board or a wall where students can see it every day. Be sure to add new words throughout the year so that your students deepen their knowledge of unknown words and their meaning.

Invite your students to take part in creating a bigger wall and add pictures, synonyms and antonyms to each word. If they're having trouble grasping the meaning of specific words, adding synonyms can help ease confusion.

Word walls provide a fun way to increase your students' vocabulary skills.

3. Create vocabulary notebooks

Vocabulary notebooks encourage students to expand their prior knowledge and boost their English language proficiency. Hand out notebooks so that they can jot down new words and their meanings. You can motivate students to think about writing synonyms and antonyms beside each new word.

To make vocabulary notebooks more fun, ask your students to draw pictures or create charts to show how they used a word in a few sentences. It gives them an opportunity to practice that word a few times and reinforce its definition.

And speaking of opportunities, a perfect time for students to practice their language with vocabulary notebooks is during writing periods.

A regular cadence of writing periods coupled with their vocabulary notebooks will encourage students to reflect on the words they’ve learned and to actively use them in their writing to get additional practice.

These vocabulary word books remind students of their advancement. It'll help them realize just how much they've progressed throughout the year.

4. Connect word meanings with semantic mapping

Semantic mapping is a type of graphic organizer that displays a relationship between specific words and phrases.

Select one student to draw a keyword on the chalkboard. Next, encourage students to participate in creating the map and write words that are connected to the keyword. For example, a student or teacher could write the keyword "farm" on the chalkboard. Your students would take turns writing words such as cow, barn, horse, hay and farmer.

Semantic maps help build students' vocabulary and reading comprehension. Teachers can add more challenging words each week. As students grow their vocabulary, they'll become confident in their reading and writing abilities.

5. Make word cards

Word cards help students to develop their ability to learn new words and highlight their meaning. There are a few ways you can get students to create their own word cards.

In this example, students can write single keywords on separate blank cards. They'll determine if that word is a noun, pronoun, adjective or verb. Make sure they write the definition below each word. Instruct them to use those words in a few sentences, or turn the word into a quick writing prompt.

Consider putting students into small groups of two to four kids. They can help each other to develop their vocabulary by introducing keywords to each other and asking them to use those words in a sentence.

Weekly word cards support English language development and enhance reading comprehension.   

6. Encourage reading comprehension

It's crucial to every student's academic success to develop reading comprehension abilities. A variety of teaching methods, combined with consistent reading assignments, should help build comprehension and vocabulary development. 

Below, you’ll find a few tips to help strengthen your students' reading comprehension skills:

• Class discussion about books they're reading. Talking about books helps students to remember the stories and promotes comprehension.
• Phonics. Practicing phonics is a fun way for kids to build their vocabulary skills. Phonics helps students master sounds and differentiate between letters that sound the same as "s" and "th".
• Reading grade-appropriate books. Give your students books suited for their grade level. Books should be easy enough for kids to understand the story's meaning but challenging enough to expand their vocabulary.
• Read aloud. Get students to take turns reading aloud to help them see words and to hear them, too. They can learn how to pronounce the words as they go. Be mindful of students who might find reading aloud in front of the whole class to be daunting. If any students come to mind, it can help them to read aloud to a partner, teacher, parent or small group.

7. Use visuals and situations

When possible, use meaningful visuals in your classroom. Flashcard tools like Vocabulary Cartoons help students connect words to fun cartoons through memory techniques. This program works well from the elementary grades through to high school.

Use the following visual vocabulary teaching strategies with your students:

• If you've created a word wall, ask your students to make paper flashcards with new words and their definitions. Display the flashcards for the entire class to look at every day. Make sure you change the words each week so that they continuously learn new words and phrases.
• Turn your students into word detectives! This fun activity gets kids to read books while searching for keywords. Hand them a list of keywords to find in the book. When they find the keywords used in sentences, encourage them to use those words in spoken and written sentences.
• Kids love art, so why not get them to create drawings to express their understanding of words? Students can form their own connections to new words through drawings, patterns, and other examples.    

Make new words fun to learn! Combine visuals such as graphics and photos with auditory learning to cover a range of learning styles and make it easier for students to learn new words.

Using word-learning strategies

Word-learning strategies allow students to familiarize themselves with words and phrases. Instead of having partial knowledge, they'll learn the meaning of the word and any related words. Students can develop word consciousness with the help of quality reading materials and practical teaching methods.   

Break down words into meaningful parts

Word parts are root words you can add a prefix or suffix to make a new word.

Allowing students to read keywords and add prefixes or suffixes helps them garner the meaning of those words based on how it's used in a sentence. Give your students opportunities to guess the meaning of word parts to support their vocabulary growth.

Word parts work best for students with a larger vocabulary.

Ask questions about a word

One way for students to learn words involves understanding the definition, how it works grammatically and its subtext. Motivate your students to ask questions such as:

1. Does the word have a masculine or feminine version similar to other languages?
2. How can I use the word in more than one sentence?
3. Does the word have several meanings? Homonyms such as "pen" can mean an instrument to write with, or an animal enclosure.   

When students deepen their word knowledge, they'll gain confidence in their ability to strengthen their vocabulary.

Reflect and practice new words

Some words are easier to learn than others. Inspire your students to test their word knowledge and determine areas where they need help. They might require assistance in boosting their confidence to use those words in sentences or to speak them with confidence. Also consider that they may not fully understand the meaning of those words.

Encourage your students to reflect regularly on new words and use them in their everyday conversations. This is where vocabulary notebooks come in handy to build word knowledge!

Additional vocabulary activities

Bring words to life through vocabulary development activities! There are lots of fun things you can do in the classroom that encourage students to practice vocabulary.

Try these activities to boost kids' vocabulary skills:

• Guided word sorting. Give your students a list of words to sort into various categories, such as parts of speech (noun, verb, etc. ), geography (cities, towns), or something they can relate to. Students develop an understanding of new words as they group them into categories. Turn word sorting into a fun game!
• Word fixes (on-purpose errors). Use a word incorrectly in a sentence and ask your students to correct the mistake. Choose one or more students to write the word correctly in a sentence and share it with the rest of the class.
• Make mind maps. Mind mapping involves the use of colored pencils and pens to create a graphic of how the keyword connects to other words, similar to the semantic map.

With these fun activities, vocabulary isn’t just another spelling quiz — it’s a core part of your instruction that supports everything else you teach.

Prodigy English is a brand-new adventure that helps students master key vocabulary skills in a world of their very own.

Every correct answer gives students more energy they can use to gather resources, craft items and build their very own village! Create your free Prodigy teacher account to track student progress, send assignments and help build a love of learning.

6 Effective Strategies For Teaching Vocabulary

To help your students get more engaged in vocabulary development, you need to nurture word consciousness. This means raising students’ awareness of, and interest in all sorts of words and their meanings.

A Word Wall can help you achieve this. This is a collection of words that are displayed in large visible letters on a wall, bulletin board, or other display surfaces in a classroom.

                            Source: ELL STRATEGIES & MISCONCEPTIONS

So, set this wall and encourage your students ‘to walk the wall’ and hang their favourite words, new or unknown, on it.

Then, invite their classmates to add sticky notes with pictures or graphics, synonyms, antonyms, or related words. Then, student partners walk along the wall to quiz each other on the words (Graves & Watts-Taffe,2008).

Use the Word Wall one or more times a week. You’ll help your students make connections between new and known words.

Since this is an ongoing activity during the whole year, you can keep observational notes of those students who are posting, responding to their words and those who are not adding words to the wall.

This will help you better understand what your students need to expand their vocabulary.

Word Box is one of the strategies for teaching vocabulary. This is a weekly strategy that can help students retain and use words more effectively.

Students select words to submit to the word box on Friday. These are words they find interesting or ones they want to understand better. They either use the word in their own sentence or take the same sentence where this word was found.

Then, select five words to teach the following week.

Monday: Introduce the five words in context, explain them, then tack them to the Word Wall.
Tuesday: Ask students to create a non-linguistic representation of the words.
Wednesday: Discuss the meaning of the words allowing think-pair-shares.
Thursday: Ask students to write sentences using those words.
Friday: This is the day to assess students’ learning of the five words using this activity.

Ask one student to answer fill-ins for five words. Give students three cards that can hold up: green cards show they agree with the student’s answer, yellow they are unsure and red ones they disagree.

For assessing, use a checklist with the vocabulary running horizontally across the top margin and the class list running vertically down the side. (Adapted from Grant et al., 2015, p.195)

Ask your students to maintain vocabulary notebooks throughout the year where they write the meaning of the new words.

You can introduce a new word each week and work together with students to explore its meaning. Then, ask them to sketch a picture to illustrate the word and present their drawings to the class at the end of the week.

Another way to use vocabulary notebooks :

Students create a chart. The first column indicates the word, where it was found, and the sample sentence in which it appeared.

The other columns depend on your students’ needs.

You can include a column for meaning ( where students define the word or add a synonym), for word parts and related word forms (where they identify the parts and list any other words related to it), a picture, other occurrences (if they have seen or heard this word before, they describe where) and for practice or how they used this word. (Lubliner, 2005)

These are maps or webs of words that can help visually display the meaning-based connections between a word or phrase and a set of related words or concepts.

Teach your students how to use semantic mapping. Pick a word you intend to explain, draw a map or web on the board ( or on Zoom whiteboard or any digital tool in case you’re teaching online) and put this word in the centre of the map. Then, ask students to add related words or phrases similar in meaning to the new word. (see the example below)

Source:weebly.com

Word cards can help students review frequently learned words and so improve retention.

On one side of the card, students write the target word and its part of speech (whether it’s a verb, noun, adjective, etc.).

On the top half of the other side, they write the word’s definition (in English and/ or a translation). They also write an example and a description of its pronunciation. The bottom half of the card can be used for additional notes once they start using the word.

Ask students to add more information about the word each time they practise or observe it (sentences, collocations, etc.).

Yet, advise them not to add too much information in order to facilitate more reviewing the cards.

Devote regularly class time for students to bring their word cards to class. Involve them in activities such as describing the new words, quizzing one another, categorizing them according to subject or part of speech.

Also, show your students how to store and organize those cards. This is, for instance, by putting them into a box with the categories they select or ordering them in terms of difficulty. (Schmitt & Schmitt, 2005)

Our students often have only partial knowledge of the words they learn in the classroom. This is so since a word can have different meanings which they may not be familiar with.

Therefore, teaching students word learning strategies is important to help them become independent word learners. This is by teaching, modelling and providing a variety of strategies that serve different purposes.

Here are some examples of word-learning strategies.

Breaking words into meaningful parts facilitates decoding. So, studying words’ parts can help students guess the meaning of new words from context.

There are three basic ways that word parts are combined in English: prefixing, suffixing, and compounding.

Teach those parts. But, focus on the most occurrent ones.

Providing explanations about their use and meanings with illustration is necessary. Yet, it is still not enough.

You need to provide opportunities for students to experiment with word-building skills.

For instance, you can hand out a list of productive prefixes and have students compile a list of words using them. Then, ask them to compare the function of the prefixes in the various examples.

However, consider your students’ level since word parts are more useful to students with larger vocabularies. For instance, a student who doesn’t know the meaning of the adjective content cannot guess the word discontent.

Remember also that learning word parts is an ongoing process. So, encourage your students to continue experimenting with them. (Zimmerman, 2009a)

Knowing a word means knowing about its many aspects: its meaning(s), collocations, grammatical function, derivations, and register.

So, you can encourage your students to explore a new word’s meaning(s) by asking them to address detailed questions about those features and answer them.

Students will ask questions like these :
• Are there certain words that often occur before or after the word ? (collocation)
• Are there any grammatical patterns that occur with the word ? (grammar).
• Are there any familiar roots or affixes for this word ? (word parts)
• Is the word used by both men and women? (register/appropriateness)
• Is the word used in both speaking and writing?
(register/appropriateness)
• Could it be used to refer to people? Animals?Things? (meaning)
• Does it have any positive or negative connotations? (meaning) (Zimmerman,2009a)

When students learn new words it does not necessarily mean they’ll use them. Students may avoid using words in writing because they are unsure of the spelling. When they speak, they may not be willing to use certain words as they roughly understand them in context.

Encouraging students to self-assess their knowledge of each new word they learn can help them focus on areas needing practices. Here is an example of a self-assessment scale students can use.

Besides these 6 engaging strategies for teaching vocabulary, here are some essential tips to follow while using them :

1) Identify the potential list of words to be taught. Keep the number of words to a minimum (three to five words in one lesson) to ensure there is ample time for in-depth vocabulary instruction, yet enough time for students to practise them.

2) Expose students to multiple contexts in which the new words can be used. This will support them to develop a deeper understanding of these words and how they’re used flexibly.

You can do so by giving students frequent opportunities to hear the meaning of the words, read content where these words are included, and also use them in speaking and writing.

3) Encourage extensive reading because this gives students repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts.

So, for rich vocabulary development, use a variety of strategies for teaching vocabulary and provide the necessary support and guided practice. Besides, assess vocabulary learning and encourage students to learn more words outside the classroom.

What other Strategies For Teaching Vocabulary would you suggest? I would love to hear from you.

References

Grant, K..B., Golden, S.E., & Wilson, N.S.(2015). Literacy Assessment and Instructional Strategies: Connecting to the Common Core. USA: Sage Publications, Inc.

Graves, M.F., & Watts-Taffe, S.M. (2002). The place of word consciousness in a research-based vocabulary program. In A.E. Farstrup 1 S.J.Samuels (Eds.), what research has to say about reading instruction (3rd ed., pp.140-165). Newark, DE: International Reading Association.

Graves, M.F., & Watts-Taffe, S.M. (2008). For the love of words: Fostering word consciousness in young readers. The Reading Teacher, 62 (3), 185-193.

Hulstijn, J. & Laufer, B.(2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning 51/3:539-58.

Lubliner, SH.(2005). Getting into Words: Vocabulary Instruction That Strengthens Comprehension. Baltimore: Paul H. Brooks Publishing.

Schmitt, D., & Schmitt, N.(2005). Focus on Vocabulary. New York: Longman.

Zimmerman, Cheryl. B.(2009a). Word Knowledge: A vocabulary teacher’s handbook. New York: Oxford University Press.

Zimmerman, Cheryl. B.(2009b).(ed.). Inside Reading: The Academic Word List in Context. Four Levels. New York: Oxford University Press.

COMMUNICATION STRATEGIES AND VOCABULARY EXPANDING IN TEACHING ENGLISH

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SOURCE: Philological sciences. Issues of theory and practice (included in the list of VAK) . Tambov: Diploma, 2017. No. 5. Part 2. S. 195-198. SECTION: Educational sciences Order of publication of articles | Show room content | Show all articles in the section | Index

License agreement for the use of scientific materials. Mayorenko Irina Anatolyevna, Epoeva Luiza Vrezhevna, Mironova Margarita Nikolaevna Kuban State Technological University, Krasnodar Abstract. The article deals with the problem area of ​​intensive teaching of a foreign language. Conceptual ideas are being implemented on the formation of communicative competence based on the expansion of the vocabulary of the English language in order to test the developed methodology. The methodical and pedagogical methods of working with vocabulary are described, the mechanisms that contribute to the psychological conditions for the assimilation of active vocabulary are determined. Key words and phrases: communicative strategies, vocabulary, lexical units, lexical skills, communicative competence, English language, speech exercises, communicative strategies, vocabulary, lexical units, lexical skills, communicative competence, the English language, speech exercises Open the full text of the article in PDF format. A free PDF viewer can be downloaded here. References: Borukhov BA "Mirror" metaphor in the history of culture // Logical analysis of language: cultural concepts. Moscow: Nauka, 1991. S. 109-117. Humboldt W. background. Language and philosophy of culture. M.: Progress, 1985. 370 p. Gunnemark Eric W. The art of learning languages. St. Petersburg: Tessa, 2002. 42 p. Kitaygorodskaya GA New approaches to teaching foreign languages ​​// Bulletin of the Moscow State University. Series 19. Linguistics and intercultural communication. 1998. No. 1. S. 32-38. Kubryakova ES, Sakharny LV, Shakhnarovich AM Human factor in language: language and speech production. Moscow: Nauka, 1991. 239 p. Panyushkina OA The practice of using new technologies to enrich vocabulary in the process of learning foreign languages ​​[Electronic resource]. URL: http://cyberleninka.ru/article/n/praktika-primeneniya-novyh-tehnologiy-dlya-obogascheniya-slovarnogo-zapasa-v-protsesse-izucheniya-inostrannyh-yazykov (Date of access: 03/23/2017). Sternin IA What is happening with the Russian language? Essay on changes in the Russian language at the end of the 20th century. Tuapse: Tuapse Printing House, 2000. 71 p. Pezhman Z. Language Learning Strategies Among EFL/ESL Learners: A Review of Literature [Electronic resource]. URL: http://www.ijhssnet.com/journals/Vol_2_No_5_March_2012/20.pdf (Accessed 02/01/2017).

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