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Effective Strategies for Teaching Vocabulary through Modeling and Contextual Understanding

This guide outlines effective methods for teaching vocabulary, utilizing models and examples to enhance student comprehension. It includes techniques such as distinguishing between examples and non-examples, testing knowledge through yes/no questions, and employing synonyms to reinforce understanding. By creating sentence models and engaging students in meaningful vocabulary practice, educators can build lasting language skills. Strategies such as contextual questioning help students grasp the nuances of words in different settings, empowering them to develop a rich vocabulary.

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Effective Strategies for Teaching Vocabulary through Modeling and Contextual Understanding

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  1. VOCABULARY METHODS TO TEACH

  2. VOCABModel • Model example and non-example: • This is a mitten. This is not a mitten. • Test with yes/no. Discriminate. • Is this a mitten? • Test asking for name. Operate. • What is this?

  3. VOCABSynonyms • State the new word and synonym. • Here is a new word, sturdy. Sturdy means strong. • What does sturdy mean? • Give examples and non-examples. • Tom leaned against a pole. The pole fell. Was the pole sturdy? • A house did not shake in a storm. Was the house sturdy. • The floor would bend with each person. Was the floor sturdy? • Review the word with other words. • It is mild out today. How do you know? • Is that bench sturdy? How do you know? • Is my desk tidy? How do you know?

  4. VOCABModel Sentences • ABSURD • A beagle exercises at a health spa. • REGULAR • The smell attracted the flies immediately.

  5. VOCABQuestions They waded into the stream to remove tadpoles. • What word tells that they got rid of something? • What word tells that they walked? Through water that was not very deep? • What’s the name for baby frogs or toads?

  6. VOCABSentence Script Impression • When you have an impression about something, you have an idea about that thing. • If you have and impression that someone is happy, then you have an idea that someone is happy. • What’s another way of saying, She had the idea that she was working slowly? • She had the impression that she was working slowly.

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