JUMBLE WORDS

HOW TO TEACH GAMES
HOW TO TEACH GAMES


“
“
Which words should I teach?”
Which words should I teach?”

Which words are most important to
Which words are most important to
understanding the text?
understanding the text?

How much prior knowledge will students
How much prior knowledge will students
have about the word/concept?
have about the word/concept?

Is the concept significant and therefore
Is the concept significant and therefore
requires previewing?
requires previewing?

Which words can be figured out from the
Which words can be figured out from the
context?
context?


How can I make repeated exposures to the
How can I make repeated exposures to the
word/concept enjoyable and meaningful?
word/concept enjoyable and meaningful?


4-2-1 Summarizer
4-2-1 Summarizer
Four
Two One
Rogers, et.al (1999). Motivation and Learning. . .


Word Sorts
Word Sorts

Provide students with a set of vocabulary
Provide students with a set of vocabulary
word cards (related to a specific concept or
word cards (related to a specific concept or
topic).
topic).

Work in groups to sort the words into
Work in groups to sort the words into
categories.
categories.

Encourage students to find more than one
Encourage students to find more than one

category for the vocabulary words.
category for the vocabulary words.

Students then discuss with teacher & peers
Students then discuss with teacher & peers
their rationale for categorizing words.
their rationale for categorizing words.
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Comprehensive Vocabulary
Comprehensive Vocabulary
Instruction
Instruction

Rich language learning environment
Rich language learning environment

(including Read-Alouds)
(including Read-Alouds)

Wide and Varied Independent
Wide and Varied Independent
Reading
Reading

Direct Vocabulary Instruction
Direct Vocabulary Instruction