Teaching Topic Vocabulary

Teaching Topic Vocabulary

1. Define what each child needs to knew about the topic e.g. materials. If a
resource or learning support teacher, work with the classroom teacher to choose
words.
2. What are the key words that eery child must know by the end of this topic!
". #hoose $ % 1& priority words
'. (reteach words at start of term.
). (roide multiple opportunities for children to use the words in talk with peers and
adults. *se it or lose it+ ,oid only using written actiities for word learning.
$. In small groups, inole children in making isual aids of the key words which
can be used in whole%class setting or alongside word mats in class
-. .er time, create isual dictionaries by adding isuals and/or word mats to a
folder that each child can reiew.
0. *se the isual memory aids to help aid recall and retention
1. 2acilitate recall of words using the strategies outlined below
Preteaching Vocabulary: Strategies
Mind map what is already known about the topic and link to
prior experience. If mind maps are too hard, sort and
classify pictures or props into appropriate categories
o What?
o Who?
o Where?
o When?
o How?
o Describe key words
- hings ! multisensory strategies" touch
- #ction words ! model and demonstrate
Model and demonstrate$ Hands%on experience where&er
possible.
Write the word
'lap out complex words with lots of syllables e.g. mul%tip%lic%
a%tion
(i&e lots of examples
'lassification and sorting
o )ort ob*ects or pictures into groups
o )tart at a le&el appropriate for the child+s le&el of
understanding e.g. if doing weather, ensure that they
understand the basics ,hot, cold, sunny, warm- before
introducing words like .floods+
/dd one out task ! place three pictures on a table and ask
which one has something to do with the weather
(ames e.g. I went to market and I bought0 1elanism
)uggested )ession 2ormat"
1. (et their attention$$ 3se 4%D ob*ects where possible ! storyboxes,
chatterboxes
Model and demonstrate
Make it fun$ 2eely bags or treasure hunts for items
5ncourage children to work together and think about
the words e.g. what does it look like? What might it do?
What do the children think you will be learning about?
6. What we are learning about 1ro&ide &isual supports, models and demonstrations e.g.
topic cards from sparklebox.com or props
4. 7ink to pre&ious learning alk about the words
5ncourage child definitions and suggestions
#llow 8uestions and discussion
9. 1resent material clearly Define words simply
/ne word at a time
7ots of examples
ime to repeat and rehearse
:. 1ro&ide guidance for learning Memory strategies
o taking a picture with your mind
o clapping out syllables
o mind mapping new knowledge or making &isual
memory aids e.g. who, where, what, when etc
o repeating words
6. 3se new learning 3se the words in sentences, role plays or stories
Word games
7. 1ro&ide feedback. #dult pro&ides specific feedback to support strategy
use and skill e.g. you clapped it out$
;. #ssess performance )imple <ui= e.g. I+m thinking of something you see on
the beach.. it begins with .sh+
>. Mo&e to the real world$$$ ?isual dictionaries
?isual picture boards@wall charts in class
Word mats in class
#iding ?ocabulary Aecall
(i&e child time to think
his is important in whole%class situations e.g. when child raises hand
/ffer help" .are you stuck?+ or .would you like some help with this word?+ and@or
use &isual cues that children can point to when they need help
(i&e clues"
o Aepeat the sentence the child has *ust said ! e.g. .so your dad climbed
up the..?+
o Sound clues" gi&e the child the first sound of the target word e.g.
when trying to recall the word .ladder+ gi&e the sound .l+
o Meaning clues" gi&e the child information about meaning e.g. . it+s
made of metal and if you+re not careful you might fall off$+
o Gesture or signing
Overlearning:
o #llow lots of opportunity to o&erlearn new &ocabulary.
o Aecap .old words+ at start of new lesson
o (o through what you ha&e at the end of lesson
o Ae&isit at regular lessons until it is safely stored away$
Small Group Vocabulary Teaching Plan
Objective Procedures and Materials:
1. (ain attention. 1rops ! (uess what it is
(ame@Bingo
2eely Bag
/ther"
6. What we are learning about ?isual 'ues ! 1ictures, words, gestures, signs
Demonstration
1rops
4. 7ink to pre&ious learning 1re&ious topic"
'hildren+s experience"
9. 1resent material clearly
and distinctly
Define words simply
/ne word at a time
7ots of examples
ime to repeat and rehearse
:. 1ro&ide guidance for
learning
Memory strategies
o taking a picture with your mind
o clapping out syllables
o mind mapping new knowledge
o &isual memory aids e.g. who, where, what, when etc
Group: Instructor:
Date: Topic:
ey !ords "or Session:
C.
6.
4.
9.
:.
D.
o repeating words under breath
What worked??
D. 3se new learning e.g. roleplay, Bingo, Word (ames, crosswords, matching, make up
a story with the words, make up a sentence with the words
Material 3sed
7. 1ro&ide feedback. )pecific feedback to support strategy use and skill
5xamples"
;. #ssess performance est e.g. <ui=, show picture, can they say
>. 5nhance retention and
transfer.
?isual dictionaries
?isual picture boards
Word mats