game to teach vocabulary

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Module:

Vocabulary

Facilitated By:
Cheryl Harvey

and

Rebecca Radicchi

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How confident do you feel about

your vocabulary instruction?



On a scale of 1 – 9, how confident are

you about your vocabulary instruction?



Place a post-it on the scale on the wall–

1 is the lowest & 9 is the highest.

1

5

9

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Essential Questions:



Why is vocabulary instruction so

important?



What are exemplary

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A little boy was in a relative’s wedding. 
As he was walking down the aisle, he 
would take two steps, stop, and turn to

the crowd. While facing the crowd, he 
would put his hands up like claws and 
roar. So it went, step, step, ROAR, step,

step, ROAR, all the way down the aisle. 
As you can imagine, the crowd was near 
tears from laughing so hard. The little boy

was getting more and more distressed 
from all the laughing, and he was also

near tears. When asked what he was 
doing, the child sniffed and said, “I was

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LEVEL 1

Unknown

LEVEL 2

Acquainted

LEVEL 3

Established

Beck, McKeown, & Omanson, 1987

What level of

vocabulary knowledge is

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• Discuss your

response with a

partner.

• Group leader should

be prepared to share

with everyone.

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Word knowledge is much more than

word identification or even definitional

knowledge–

“It takes more than definitional

knowledge to know a word, and we have

to know words in order to identify them

in multiple reading and listening

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There is an

estimated 4,700 
word difference in

vocabulary 
knowledge

between high- and

low- SES. (Nagy and

Herman ,1984)

Research on the importance of

vocabulary instruction:

For English

language learners 
the “achievement 
gap” is primarily a

vocabulary gap.

(Carlo, et.al., 2004)

Vocabulary

instruction is one 
of the essential

elements for 
literacy

development for

students “at risk.” (

RAND Reading Study Group, 2002,

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Word Knowledge is Multifaceted

Know it 
well, can 
explain it, 
use it
Know 
something 
about it, can

relate it to a 
situation

Have seen or 
heard of the

word

Do not know 
the word
schema
prosody
morpheme
schwa
automaticity
diphthong

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Comprehensive Vocabulary

Instruction

 Rich language learning environment

( including Read-Alouds)

• Wide and Varied

Independent Reading

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Reading Aloud

• Students retain more vocabulary

when the teacher explains critical

vocabulary terms in context

during the reading.

• Reading a book several times

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Reading Aloud

"

The single most important

activity for building the

knowledge required for

eventual success in

reading is reading aloud

to children."

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Collaborative Pairs

• What are the advantages of

reading aloud to students?

• How do read-alouds support

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Comprehensive Vocabulary

Instruction

• Rich language learning environment

(including Read-Alouds)

Wide and Varied Independent

Reading

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Reading Volume of 5th-grade Students of 
Different Levels of Achievement

Achievement
Percentile
Minutes of

Reading Per 
Day
Words
Per
Year

90th 40.4 2,357,000

50th 12.9 601,000

10th 1.6 51,000

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Independent Reading:

Accounts for one-third or more of

vocabulary growth.

• How do you show your

students that independent 
reading is great & joyful?

• How do you make

independent reading 
time meaningful?

• What obstacles do you

need to overcome?

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Comprehensive Vocabulary

Instruction

• Rich language learning 
environment

( including 
Read-Alouds)

• Wide and Varied

Independent Reading



Direct Vocabulary

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Vocabulary Instruction

Direct teaching of vocabulary can help improve comprehension when we follow 
these guidelines (Cooper, 1993):

• A few critical words are taught.

• The words are taught in a meaningful

context. (including nonlinguistic

representations)

• Students relate the new words to their

background knowledge.

• Students are exposed to the words

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You Try It!

• Using the text provided, collaborate

with group members and decide on

the most important words to teach.

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“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?

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Background Knowledge

“The relationship

between vocabulary

knowledge and

background

knowledge is

explicit in research.

”

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Powerful Zebras

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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

barom
eter

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migrate

Schwartz & Raphael, 1985

To move regularly from one 
region to another

people working

for seasonal jobs birds Nomads

traveling
relocating

moving around

What are some examples?

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Definition Characteristics

Non-Examples

Examples

Frayer Model

(Frayer, Frederick, & Klausmeier, 1969)

herd

• Group

• Like animals
• Clustered
a congregation of wild

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Definition Characteristics

Non-Examples
Examples

Frayer Model

(Frayer, Frederick, & Klausmeier, 1969)

Prime

2, 3, 5, 7, 11, 13,

17, . . . 1, 4, 6, 8, 9, 10. . .

• 2 is the only even prime number
• 0 and 1 are not prime

•Every whole number 
can be written as a 
product of primes
A whole number with

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Words Context Predicted
Definition

Confirm
Nutrition

Ballyhoo

cereal box

billboard

Important
ingredient in

food

? To advertise in loud

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MATHEMATICS

NAME SYMBOL LABEL KEY WORD DEFINITION 
(OWN WORDS)

Plane

.B

.A .C

2-D or Flat A plane is a flat surface like the 
top of my desk.

Point . .M Dot

A point has no
dimension, just a
location. Group
together to make
lines.

Line

.

K

.

L Straight

A line is a set of
points determined
by any 2 points.

Line Segment

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Reading with Word Explanation

• Read the book/text once with minimal

explanation.

• After an initial reading, we can interrupt 
up to 8-10 times to explain words while 
rereading (possibly less, depending on 
length)

• With very young children, don’t interrupt 
more than once per page.

• Keep explanations simple~ explain only

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Four Square Response

Term Illustration

Definition

a degree of wetness

especially of the atmosphere

Connection

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Concept Circles

Why? ___________________________________________________

Which word does 
not belong?

Cone
Rectangle

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racism stereotyping

Church

bombing violence

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Vocabulary Strategies for ELL

• Preview texts for unfamiliar or difficult

words and the use of idiomatic language. 
To reduce students’ frustration, such

words and expressions can be taught 
prior to the lesson.

• Use extensive modeling and visual

representations– e.g., pantomime, graphic 
organizers, pictures, hands-on materials.

• Emphasize meaning rather than

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4-2-1 Summarizer

Four

Two

One

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Pictionary

Using only a piece of paper and pen, draw 
and get your partner to say these words.

Los Angeles

New York

Miami

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Assessing Vocabulary

Instruction

• Ongoing

• Varied, Meaningful &

Authentic

Use word wall

• Do you see them

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How do you keep words you teach

directly fresh in their minds and

internalized?

•Vocabulary word review tub
•Center with former words

•Keep ongoing list of words with guided reading
groups

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Finding definitions and writing

those words in sentences have

had little apparent impact on

their word knowledge and

language use.

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Assessing Integration

& Meaningful Use

Sample “test” questions:

• One of our target words for this week was

preposterous. What kind of in-school behavior

would the principal think was preposterous?

• Describe a time when you felt liberated. What was

the reason for that feeling?

• The concept we have been studying this week is

stereotyping? Give an example of what you think is 
stereotypical behavior. Why do you think the

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Dictionary

Use

When students have been provided dictionary 
definitions and asked to create sentences 
or answer brief questions about the words, 
research has shown:

• 63 percent of the students’ sentences were

judged to be “odd” (Miller & Gildea, 1985)

• 60 percent of students’ responses were

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3 x 3 Vocabulary

word

knowledge

reading with
explanation

strategies

direct

instruction

Nonlinguistic
representations
Frayer

dictionaries

background

knowledge

assessment

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Essential Questions:



Why is vocabulary instruction

so important?



What are exemplary

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Web Resources for

Vocabulary Practice

• Vocabulary.com

• Vocabulary Builders

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Resources

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game to teach vocabulary

Vocabulary

<b>How confident do you feel about </b>

<b>your vocabulary instruction?</b>



<b><sub>On a scale of 1 – 9, how confident are </sub></b>

<b>you about your vocabulary instruction?</b>



<b>Place a post-it on the scale on the wall– </b>

<b>1 is the lowest & 9 is the highest.</b>

1

5

9

<b>Essential Questions:</b>



<b>Why is vocabulary instruction so </b>

<b>important?</b>



<b>What are exemplary </b>

<b>LEVEL 1</b>

<b> Unknown</b>

<b>LEVEL 2</b>

<b> Acquainted</b>

<b>LEVEL 3</b>

<b> Established</b>

<b>What level of</b>

<b>vocabulary knowledge is </b>

•

<b><sub>Discuss your </sub></b>

<b>response with a </b>

<b>partner. </b>

•

<b><sub>Group leader should </sub></b>

<b>be prepared to share </b>

<b>with everyone.</b>

<b>Word knowledge is much more than </b>

<b>word identification or even definitional </b>

<b>knowledge–</b>

<i><b>“It takes more than definitional </b></i>

<i><b>knowledge to know a word, and we have </b></i>

<i><b>to know words in order to identify them </b></i>

<i><b>in multiple reading and listening </b></i>

<b>Research on the importance of </b>

<b>vocabulary instruction:</b>

<b>Word Knowledge is Multifaceted</b>

<b>Comprehensive Vocabulary </b>

<b>Instruction</b>

<b>Reading Aloud</b>

•

<b><sub>Students retain more vocabulary </sub></b>

<b>when the teacher explains critical </b>

<b>vocabulary terms in context </b>

<b>during the reading. </b>

•

<b><sub>Reading a book several times </sub></b>

<b>Reading Aloud</b>

"

<i><b>The single most important </b></i>

<i><b>activity for building the </b></i>

<i><b>knowledge required for </b></i>

<i><b>eventual success in </b></i>

<i><b>reading is reading aloud </b></i>

<i><b>to children."</b></i>

<b>Collaborative Pairs</b>

•

<b><sub>What are the advantages of </sub></b>

<b>reading aloud to students?</b>

<b> </b>

•

<b><sub>How do read-alouds support </sub></b>

<b>Comprehensive Vocabulary </b>

<b>Instruction</b>

<b>Independent Reading: </b>

<b>Accounts for one-third or more of </b>

<b>vocabulary growth.</b>

<b>Comprehensive Vocabulary </b>

<b>Instruction</b>



<b>Direct Vocabulary </b>

<b>Vocabulary Instruction</b>