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Sejnost@2010
The 6 Steps to Teaching Academic Vocabulary
Focus of steps 1-3 is on introducing new terms steps
Focus of steps 4-6 offer ways to review terms and provide students with deeper insights
Step 1: Introduce Vocabulary Usage
Step 2: Restate Meanings
Step 3: Visuals in Vocabulary Building
Step 4: Activities for Deeper Understanding
Step 5: Vocabulary Discussions
Step 6: Word Play
Sejnost@2010
Step 1: Introduce Vocabulary Usage
Provide students with a description, explanation, or example of the word as opposed to a formal definition.
If working with ELL students first provide description in the native language and a visual representation of the word.
StrategiesKnowledge Rating
Making Comparisons
Copyright@Sejnost 2007
Knowledge Rating
Word Have seen/
heard
Can say
Can
define
Can use
Don’t know
picnic
lettuce
plate
bun
1. Place list of vocabulary words down left side
of paper2. Across top list any of
following choices:Have see/heard Can sayCan defineCan useDon’t know
3. In small groups have students mark the appropriate rating discussing each word as they proceed
Copyright@Sejnost 2007
Knowledge Rating for Social StudiesWord Seen
or Heard
Can Say
Can Define
Can Spell
Can Use in a
Sentence
Don’t Know
oligarchy
anarchy
democracy
communism
socialism
impeachment
monarchy
banishment
Making ComparisonsWord/term/phrase: Power (math)
DefinitionsCommon Language Usage:physical ability, capacity
Discipline Specific Usage:The number of times a number or expression is multiplied by itself.
Sentences using the term/word/phrase Common Language Usage : The wrestler pinned his opponent, thus showing his tremendous power.
Discipline Specific Usage:We read the expression 3^5 as 3 raised to the fifth power.
Same? No
Different? YesSejnost @ 2007
Sejnost@2010
Step 2: Restate Meanings
Students restate the description, explanation, or example in their own words
ELL students may write their definition in their native language.
StrategiesFour Dimensional Study
Vocabulary Overview
Copyright@Sejnost 2007
4 Dimensional Study for Science
Word
RHIZOME
Last fall I saw my mother separating iris plants. Now
I know their roots were really rhizomes.
The banana tree is actually
a very tall herb arising from a fleshy rhizome...
A long, food-storing, underground mass of stem
tissue similar to tubers
From the Text
From My Life
From the Dictionary
From My Experience
In “from the text,” copy sentence that contains word
Write definition in “from the dictionary”
Write personal knowledge or experience clue in “from my life.”
Draw picture or symbol related to word in “from my experience.”
Sejnost@2010
Vocabulary Overview Guide for English
Word
eerie
Word
apparition
Word
Definition
scary, strange
Definition
Ghostly figure
Definition
Clue
Cemetery at night
Clue
Casper the friendly
ghost
Clue
Topic GhostsCategory Appearance1. Students identify
topic, words and category of words to be learned and write on map.
2. Individually, or in small groups, students determine definitions and add to map.
3. From own background knowledge, students determine clues to help them remember the word.
Sejnost@2010
Step 3: Visuals in Vocabulary Building
Students construct a picture, symbol, or graphic of the term.
This activity is critical for ELL students. Strategies
Vocabulary FramesConcept of Definition Variation
K.I.M. VocabularyVocabulary Blocks
Visualizing Vocabulary, #1 and #2
Copyright@Sejnost 2007
Vocabulary Frames1. Top Right Corner: Write word's definition2. Top Left Corner: Write word's opposite and cross
it out3. Lower Left Corner: Write silly sentence that uses
definition of word4. Lower Right Corner: Draw graphic to help
visualize concept5. In the Center:
a. Write the word b.Isolate any prefixesc. Isolate the rootd.Note the meaning of roote. Isolate any suffixesf. Label the part of speech in
parenthesis
Sejnost@2010
WORD and DEFINITION
resonant, deep and rich
in sound
SYNONYMSreverberating
echoingresounding
PICTURE
SENTENCE USING CONTEXT CLUEThe old bell was still resonant; the chimes
echoed in the distance.
Concept of Definition Variation for Music
Sejnost@2010
K.I.M.Vocabulary
K - Key idea I - Information M - Memory Clue
1. drought Little or no rain over a period of
time
2. coup Takeover of government by
military
3. sovereignty Political independence
1. The term or key idea (K) is placed in the left column2. The information (I) that accompanies it in the center column3. Picture of idea, a memory clue, (M) is drawn in right columnThe memory clue allows students to fully integrate the meaning
of the key idea into memory. By making a simple sketch that explains the key idea, students synthesize and interpret new information.
Sejnost@2010
Vocabulary Blocks
Gaunt Fat Perseverance Cessation
Thin and bony Persistent effort
Tumult Quiet Solicit Indifference
Noisy commotion
To seek, to beg
Place:1.Vocabulary word in upper left corner of each block, 2.Short definition in the box directly below. 3.An antonym of the vocabulary word in upper right-hand
corner 4.Drawing of the definition of the word. in the lower right-hand
corner
Sejnost@2010
Visualizing Vocabulary #1 1. Choose word2. Divide word into prefix,
root, and suffix3. Determine meaning of each
part of word. 4. Draw a picture of concept of word, not definition5. Locate 3 words with same
root. (To establish connections among words)
6. Determine how author used word in text and write definition as author intended
Sejnost@2010
Visualizing Vocabulary #2
1. Choose word
2. Divide words into parts
3. Determine meaning of each part
4. Draw each part by illustrating the concept the word represents
Sejnost@2010
Step 4: Activities for Deeper Understanding
Periodically review the terms and phrases and provide students with activities
that add to their knowledge base.
StrategiesConcept of Definition
Frayer ModelSuper Word Web
Expanding Definitions
Copyright@Sejnost 2007
Concept of Definition for Science1. Place vocabulary
word in center of organizer.
2.Individually/ groups students define word
3. Identify characteristics/ properties; fill in sections of organizer.
4. From own prior knowledge, students brainstorm examples
WHAT ISIT LIKE?
Vocabulary WordRHIZOME
WHAT IS IT?
A modified root stem
lily of the valley
Examples
grows horizontally through soil
similar to tuber
stores food
long rather than round
cala lilyiris
Copyright@Sejnost 2007
Frayer Model for Social Studies• Introduce concept to
be learned.
• Brainstorm examples of concept.
• Consult text to locate essential characteristics.
• Brainstorm nonessential characteristics.
• Brainstorm non-examples.
Essential characteristic
• Responsibility
• Independence
• Makes decisions
• Stands by choices
• Economically
independent
Nonessential characteristics
• Gender
• Income
• Insight
• Popularity
Examples • Teacher
• Responsible student
• Parents
Non-Examples• Baby
• Pet
Autonomy
Super Word Web
• See word in context
• List 3-4 synonyms or defining phrases
• List or draw 3-4 associations
Word
Synonyms
association
association
association
association
• scream
• yell
• scared sound
• surprised sound
shriek: Sam let out a piercing shriek
cold water in shower
mouse on floor
horror movie
ghosts
Expanding Definitions Students must integrate new words and concepts into existing
knowledge in order to really understand them
Magnanimous1. Use word in a sentence that shows its meaning
A magnanimous person would give you the shirt off his back2. Give a synonym for the word generous3. Give and antonym for the wordselfish 4. State a classification for the wordMagnanimity can be classified as a quality of mind and soul5. Provide an example or illustration of the word
6. Compare the word with another wordMagnanimity is like generosity but it implies more noble
unselfishness.
Sejnost@2010
Step 5: Vocabulary Discussions
Periodically ask students to discuss the terms with one another.
StrategiesWord Associations
Word SortsPossible Sentences
Word Associations
Use 6 to 10 words from a unit.
Find 3 synonyms for each of the core words
Find 1 antonym or non-definition
List the words in a sequence and ask students to circle the word that does not belong and provide a reason for their choice.
Word Association for English or Social Studies
Directions: Circle the term that does not define the word that is highlighted.
secular worldly material lay spiritual
viewpoint perception perspective outlook position
dialect vernacular idiom language lingo
ideal idyllic utopia ultimate dystopian
luxury indulgence excess treat necessity
rift union rupture split schism
Closed Word Sort Select 15 –20 key vocabulary words that can
be sorted in three or four categories.
Name each category and have students place the words in the appropriate categories on the grid. Remind students that they must justify the reasons for their choices.
Closed Word Sort
Literature termsBiblicalMaterialismIdealSupernaturalSinInnocenceEthicsSermonNatureCharacterizationPlainImaginationVernacularEmotionalClass structureConceit
Puritan era Romantic era
Realist era
Open Word Sort Select 15 –20 key vocabulary words that can
be sorted in 3-4 categories.
Distribute list to students to determine their meanings and relationships among the words to create 3-4 categories into which the words might fit.
Students create a grid for each write category they have chosen
Students complete the grid by placing each word under the appropriate category
Open Sort for MathDirections: Survey the words, determine categories and
sort the list of words into the appropriate categories.
obtuse trapezoid parallelogram quadrilateral pentagon
rhombus isosceles decagon rectangle triangle
acute polygon hexagon scalene octagon
right square equilateral
Possible Sentences List 10 to 15 concept words essential understanding of
selection. Include some familiar words as well unfamiliar.
Students choose 2 or more words from the list and write a sentence they think might appear in the selection to be read.
Continue this process until all concept words have been used in sentences. If some words are completely unfamiliar to students, encourage them to guess at a meaning. (Words may be utilized in more than once sentence as long as the new sentence presents a new concept.)
When all the sentences are completed, students read to verify their choices
Possible Sentences for Science or Health
protein vegetarian cholesterol nutrients
mineral fortified
Possible Sentences:
1. Lowering cholesterol is now possible by taking nutritional supplements that have nutrients.
2. All their natural mineral make-up is preservative free.
3. Vegetarians can now opt for low carbohydrates and still be healthy.
4. Consumers are demanding healthier beverages that are fortified with proteins.
Sejnost@2010
Step 6: Word Play
This step emphasizes the importance of using terms and phrases from the
academic vocabulary to deepen students’ knowledge and understanding and serve as a foundation for academic learning
StrategiesWord MysteriesVocab-O-Gram
Story Impressions
Word Mysteries Determine the type of mystery, using who,
what, why, where as a basis for the question.
Create a case based on the meanings and functions of the word.
Write the question and provide 3-4 additional clues on one side of the paper.
Write the answer on the other side of the paper.
Word Mystery for Social StudiesThe Case: He is a military leader who gave hope to thousands during the
Depression by working tirelessly to create reforms in labor laws and housing. Although he did not fight in WWII, he delegated power to others.
The Question: Who is the man and what did he do?
The Clues:
1. The man governed New York.
2. He was an expert in creating political policies
3. He worked with Winston Churchill.
4. He worked to launch the United Nations.
The Answer: Franklin Delano Roosevelt, President of the United States.
Vocab-O-Gram: Organize Vocabulary According to Story Structure
• Select words that reflect story structure from a narrative
• Share story framework and vocabulary words with students.
• In pairs/groups, students share what they know about the words and classify them as they predict author might use them
• Students formulate a personal question to answer
• After reading the selection, students refine/correct their Vocab-O-Gram
Vocab-O-GramSetting:roiling seas, sandbar
What will the setting be like?
Little town by the sea
Characters:
Fisherman, townsfolk,wail
baby greyling,
Any ideas about the characters? There’s a big wail. Maybe the fisherman is related to the baby. A greyling is a fish
Problem/goal What might it be? Somebody gets stranded on sandbar
Actions What might happen?Fisherman saves baby. Fisherman is saved.
Resolution How might it end? Joyously or sadly (grief)
Both sad and happy
Question? What happens to the baby?
VOCAB
greyling
fisherman
roiling seas
sandbar
selchie
wail
baby
shallows
grief
stranded
townsfolk
joyously
slough off
Mystery words: slechie, slough off, shallows
Story Impressions Story Impressions asks readers to predict
events of a selection by providing them with vocabulary words from the actual content.
After reading the words, students write their own story using the vocabulary words.
1. Provide students with a list of 5-10 vocabulary words that designate characters, setting and key events
2. List words in order they appear in story3. Discuss the meaning of each word4. Ask students to write a story using the vocabulary
words
Story Impressions: Biologyoffspring gene
parents one of each chromosome
Gregor Mendel segment
inherited DNA
characteristics each cell
organisms two copies
hereditary factors each parent
