Strategies for Teaching Vocabulary

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Science Teachers Chatboard

Strategies for Teaching Vocabulary

by Lynne in TN

Mar 16, 2012

I am hoping for some new ideas for teaching vocabulary to my chemistry students. We don't have tons of vocabulary but I want them to learn it when I teach it.

All responses will be appreciated!

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Lynne in TN Thank you very much, Muinteoir!

I am familiar with Dinah Zike and the Frayer model, but the "I Have, Who Has" game I'm not familiar with. Could you give me more information?

Thank you

Mar 17, 2012

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Muinteoir It's a looping questioning technique. You give kids cards with questions and answers. I always start with the first card

Me: I have the first card, who has a subatomic particle with a positive charge?

Student a: (reading from card) I have PROTON, who has elements with high electrical conductivity, luster, and malleability <...See More

Mar 17, 2012

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Muinteoir - crud, bad HTML; my apologies On 3/17/12, Muinteoir wrote: > It's a looping questioning technique. You give kids cards with > questions and answers. I always start with the first card > > Me: I have the first card, who has a subatomic particle with a > positive charge? > > Student a: (reading from card) I have PROTON, who has elements > with high elec...See More

Mar 17, 2012

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my 2 cents For kids to internalize vocabulary, they have to work with the words many times. I keep dictionaries in desks. We look words up. We take the words apart and learn the meanings of the word parts. We use the words in written exercises, and then use them orally in class discussions. I use the "I have, Who has?" as a review. There is a big difference b...See MoreFor kids to internalize vocabulary, they have to work with the words many times. I keep dictionaries in desks. We look words up. We take the words apart and learn the meanings of the word parts. We use the words in written exercises, and then use them orally in class discussions. I use the "I have, Who has?" as a review. There is a big difference between teaching the vocabulary words and using them after you have learned them. Teaching vocabulary/spelling has fallen out of fashion in schools, and now we get kids at the upper levels that are language deficient. Teaching vocabulary is something that has to be done on an ongoing basis, has to be emphasized so that students understand the importance, and it has to be tested so that they can show mastery of the words they have acquired. I think teaching science vocabulary is critical for conceptual development. If they don't understand vocabulary, they aren't understanding you when you are teaching orally. I don't think kids just pick up the technical vocabulary needed to progress in science. Vocabulary development is something that a good textbook supports tremendously. Students read a bolded word, see a related illustration, have a glossary at hand in the back of the book, and can use supplemental pages to support the use of unit specific terms. Textbooks rock.

On 3/17/12, Muinteoir - crud, bad HTML; my apologies wrote: > On 3/17/12, Muinteoir wrote: >> It's a looping questioning technique. You give kids cards with >> questions and answers. I always start with the first card >> >> Me: I have the first card, who has a subatomic particle with a >> positive charge? >> >> Student a: (reading from card) I have PROTON, who has elements >> with high electrical conductivity, luster, and malleability >> >> Student b: (reading from card) I have METAL, who has......? >> >> And so on. >> >> I've linked an example that explains it better than I can. >> >> On 3/17/12, Lynne in TN wrote: >>> Thank you very much, Muinteoir! >>> >>> I am familiar with Dinah Zike and the Frayer model, but the "I >>> Have, Who Has" game I'm not familiar with. Could you give me >>> more information? >>> >>> Thank you

Apr 2, 2012

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Lynne in TN Thanks for your response. I agree with you that kids won't internalize the vocabulary until they have been taught it and used it often. I am trying some of these strategies right now, so hopefully I'll see a difference on the next test.

On 4/02/12, my 2 cents wrote: > For kids to internalize vocabulary, they have to work with the words...See MoreThanks for your response. I agree with you that kids won't internalize the vocabulary until they have been taught it and used it often. I am trying some of these strategies right now, so hopefully I'll see a difference on the next test.

On 4/02/12, my 2 cents wrote: > For kids to internalize vocabulary, they have to work with the words many > times. I keep dictionaries in desks. We look words up. We take the > words apart and learn the meanings of the word parts. We use the words in > written exercises, and then use them orally in class discussions. I use > the "I have, Who has?" as a review. There is a big difference between > teaching the vocabulary words and using them after you have learned them. > Teaching vocabulary/spelling has fallen out of fashion in schools, and now > we get kids at the upper levels that are language deficient. Teaching > vocabulary is something that has to be done on an ongoing basis, has to be > emphasized so that students understand the importance, and it has to be > tested so that they can show mastery of the words they have acquired. I > think teaching science vocabulary is critical for conceptual development. > If they don't understand vocabulary, they aren't understanding you when > you are teaching orally. I don't think kids just pick up the technical > vocabulary needed to progress in science. Vocabulary development is > something that a good textbook supports tremendously. Students read a > bolded word, see a related illustration, have a glossary at hand in the > back of the book, and can use supplemental pages to support the use of > unit specific terms. Textbooks rock. > > > > > On 3/17/12, Muinteoir - crud, bad HTML; my apologies wrote: >> On 3/17/12, Muinteoir wrote: >>> It's a looping questioning technique. You give kids cards with >>> questions and answers. I always start with the first card >>> >>> Me: I have the first card, who has a subatomic particle with a >>> positive charge? >>> >>> Student a: (reading from card) I have PROTON, who has > elements >>> with high electrical conductivity, luster, and malleability >>> >>> Student b: (reading from card) I have METAL, who has......? >>> >>> And so on. >>> >>> I've linked an example that explains it better than I can. >>> >>> On 3/17/12, Lynne in TN wrote: >>>> Thank you very much, Muinteoir! >>>> >>>> I am familiar with Dinah Zike and the Frayer model, but the "I >>>> Have, Who Has" game I'm not familiar with. Could you give me >>>> more information? >>>> >>>> Thank you

Apr 3, 2012

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