How do we learn new words?
New words are learned both incidentally and directly.
Incidental vocabulary acquisition happens as students make sense of new words they hear or read, as they are used in context. Simply reading a word once or hearing it in class in passing is often not enough exposure a word to become part of a student's functioning vocabulary. This is where direct instruction comes into play. By offering students a chance to use the target words in different ways, you are allowing them opportunities to make connections in their brain with the new word and the idea that it represents.
The following is a list of a few direct vocabulary instruction activities that I have found to be successful with the second language courses I teach. None of these are complicated to set up nor require fancy supplies.
I encourage you to try out a combination of them whenever your students need to learn a series of new words.
1. Match-maker
Have students match the definitions on the left with the target vocabulary on the right.
For English definitions, I would encourage you to use www.learnersdictionary.com, This EAL-friendly online dictionary provides clear, simple definitions for most words that students will encounter in school.
2. Secret message scramble
Scrambled words reinforce spelling as well as comprehension. I sometimes combine this activity with a matching exercise (ie: unscramble the word, then match it to the correct definition). This activity is more motivating because of the 'secret message' at the end.
Try the 'double puzzle' function at Discovery School Puzzlemaker. It's free and easy to use.
http://www.discoveryeducation.com/free-puzzlemaker/?CFID=1981358&CFTOKEN=75991087)
3. Criss cross puzzle
Classic crossword puzzles can be a fun way to review new vocabulary.
Try the 'criss-cross' function at Discovery School Puzzlemaker. It's free and easy to use.
http://www.discoveryeducation.com/free-puzzlemaker/?CFID=1981358&CFTOKEN=75991087
4. Three of these things belong together.....
Offer students a series of terms. Three of the terms should have one quality in common. One of the words should be significantly different enough for students to identify that it doesn't belong- but not so obvious that it seems out of place. Ask students to pick which word doesn't belong in the series and explain why.
ex:
tradition ancestor custom ritual
Traditions, customs and rituals are all events or cultural practices that happen on a repeated basis for a specific purpose. An ancestor is a person.
5. A picture is worth a thousand words.
You could provide students with a series of images that they will label with the target vocabulary. OR students themselves can either draw images to represent the vocabulary or they can find images on the internet. Students could make flashcards for themselves with these pictures. These pictures could also be posted in the classroom as a word wall.
6. Word cycle
This is a really great higher-level thinking activity. The students are offered a graphic organizer that is a large circle. Attached to the circle are several target words, spaced evenly around the circle and numbered in a clockwise manner.
Students have to create sentences that use each set of adjacent words in context. They need to go all around the circle, making sentences that incorporate both words. * See the image below for a sample.
7. Classic Cloze
The cloze passage is a tried-and-true vocabulary builder. Having students use new words in simple, but deliberately contextualized sentences is a great way for them to show that they understand the meaning. Students could also be given actual sentences from a text they have read or video they have seen in class with key words missing.
8. Scattergories
Categorizing words reinforces word retention and application. For this activity, offer students a jumbled list of vocabulary and have them rewrite the words under different category headings, as they apply to the content of your course. This activity could be followed up with discussion in which students justify their choices of categories.
9. Word search
This is a good calming activity for reinforcement of spelling and word recognition. To make it more challenging, the standard word list could be substituted with contextual clues (like a crossword puzzle). Discovery School Puzzlemaker offers a free word search maker.
http://www.discoveryeducation.com/free-puzzlemaker/?CFID=1981358&CFTOKEN=75991087
10. Sentence scramble
Take sentences that use the target word in context. Scramble up the words and have the students put them back in order. Sometimes I like to do this activity on large pieces of paper and have students physically move the words into place instead of writing them.
ex: YOUR STRONG TO RESUME IMPRESSION FIRST A MAKE NEEDS
Your resumé needs to make a strong first impression.
11. Word weddings
Break words into parts and offer students a scrambled list of these word parts.
Have the students find the matching word parts and join them together, writing the complete words. This activity works particularly well for words that have Latin or Greek prefixes or suffixes or compound words that can be broken into parts. This activity could also be done with word parts written on large pieces of paper- each student having a part and having to find his/her match.
ex:
TUDE ATOR LATI ALTI TEC ELE GEO TUDE TONIC VATION LONGI TUDE EQU GRAPHY
geography latitude tectonic elevation altitude equator longitude
12. Definition race
This activity is wildly popular and gets the students out of their seats. Students are divided into teams and sit in rows. One member of each team stands at the whiteboard, marker in hand and ready to write. The teacher reads aloud the definition of a word. Students must then write the word they think matches the definition on the board as fast as they can. The first team with the correct word wins a point. Every team member must take their turn.
At the end, to even the score and to make it possible for even a weaker team to win, students can elect one team member to represent the team. The teacher gives a really challenging question worth multiple points.
The team with the most points wins.
13. Classic Concentration
Students play in small teams or in pairs. Target words and definitions are written on separate index cards. The cards are shuffled and placed face-down on their table. Students have to choose two cards and try to make a match (word & correct definition or picture of the word). If they don't get a match, they have to turn the cards over and the other team gets a turn. The team with the most matches at the end of the game wins.
if you have any questions about how to implement these strategies with your course content, please do not hesitate to contact me.
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