JUMBLE WORDS

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“

“

Which words should I teach?”

_{Which words should I teach?”}

 <b>Which words are most important to Which words are most important to </b>

<b>understanding the text?</b>

<b>understanding the text?</b>

 <b>How much prior knowledge will How much prior knowledge will </b>

<b>students have about the word/concept?</b>

<b>students have about the word/concept?</b>

 <b>Is the concept significant and therefore Is the concept significant and therefore </b>

<b>requires previewing?</b>

<b>requires previewing?</b>

 <b>Which words can be figured out from Which words can be figured out from </b>

<b>the context?</b>

<b>the context?</b>

 <b>How can I make repeated exposures to How can I make repeated exposures to </b>

<b>the word/concept enjoyable and </b>

<b>the word/concept enjoyable and </b>

<b>meaningful?</b>

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4-2-1 Summarizer

4-2-1 Summarizer

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Word Sorts

Word Sorts

 <b>Provide students with a set of Provide students with a set of </b>

<b>vocabulary word cards (related to a </b>

<b>vocabulary word cards (related to a </b>

<b>specific concept or topic).</b>

<b>specific concept or topic).</b>

 <b>Work in groups to sort the words into Work in groups to sort the words into </b>
<b>categories.</b>

<b>categories.</b>

 <b>Encourage students to find more than Encourage students to find more than </b>
<b>one category for the vocabulary words.</b>

<b>one category for the vocabulary words.</b>

 <b>Students then discuss with teacher & Students then discuss with teacher & </b>
<b>peers their rationale for categorizing </b>

<b>peers their rationale for categorizing </b>

<b>words.</b>

<b>words.</b>

<b>cold fro_nt</b>

<b>meteorologist</b>

<b>temperature</b>

<b>barom</b>
<b>eter</b>

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Comprehensive Vocabulary

Comprehensive Vocabulary

Instruction

Instruction



<b>Rich language learning environment </b>

<b>Rich language learning environment </b>

<b>(including Read-Alouds)</b>

<b>(including Read-Alouds)</b>



<b>Wide and Varied Independent </b>

<b>Wide and Varied Independent </b>

<b>Reading</b>

<b>Reading</b>

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<b>Definition</b> <b>Characteristics</b>

<b>Non-Examples</b>
<b>Examples</b>

<b>Frayer Model </b>

<b>(Frayer, Frederick, & Klausmeier, 1969)</b>

<b>herd</b>

• <b>Group</b>

•<b> Like animals</b>

•<b> Clustered</b>
<b>a congregation of wild </b>

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Four Square Response

Four Square Response

<b>Term</b> <b>Illustration</b>

<b>Definition</b>

<i><b>a degree of wetness </b></i>

<i><b>especially of the atmosphere</b></i>

<b>Connection</b>

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3 x 3 Vocabulary

3 x 3 Vocabulary

word

knowledge

reading with

explanation

_strategies

direct

instruction

Nonlinguistic

representations

Frayer

dictionaries

background

knowledge

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<b>ENRESE</b>

<b>LARCIYL</b>

<b>ELGNET</b>

<b>MENOLS</b>

<b>S……….</b>

<b>L………</b>

<b>G………</b>

<b>S………</b>

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