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All About Vocabulary

Contextually-Based Multiple Meaning Vocabulary Instruction. Welcome to my vocabulary page! This page was created to help teachers and others who may be interested in information on research-based tools and ideas for vocabulary instruction. Feel free to contact me with any questions, comments, or suggestions at the email address listed below. To access instructional ideas, click on the links at the top of this page. Enjoy! Build a Teacher Website.

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Contextually-Based Multiple Meaning Vocabulary Instruction. Welcome to my vocabulary page! This page was created to help teachers and others who may be interested in information on research-based tools and ideas for vocabulary instruction. Feel free to contact me with any questions, comments, or suggestions at the email address listed below. To access instructional ideas, click on the links at the top of this page. Enjoy! Build a Teacher Website.

<META> KEYWORDS

1 all about vocabulary

2 overview

3 vocabulary bookmark

4 word wheel/clustering

5 total physical response

6 word cards

7 vocabulary self selection strategy

8 example/non example

9 read alouds

10 structural analysis

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all about vocabulary,overview,vocabulary bookmark,word wheel/clustering,total physical response,word cards,vocabulary self selection strategy,example/non example,read alouds,structural analysis,references,jbowens@wisd org,at educatorpages com

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All About Vocabulary | jorien.educatorpages.com Reviews

https://jorien.educatorpages.com

Contextually-Based Multiple Meaning Vocabulary Instruction. Welcome to my vocabulary page! This page was created to help teachers and others who may be interested in information on research-based tools and ideas for vocabulary instruction. Feel free to contact me with any questions, comments, or suggestions at the email address listed below. To access instructional ideas, click on the links at the top of this page. Enjoy! Build a Teacher Website.

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jorien.educatorpages.com

1

Total Physical Response

http://jorien.educatorpages.com/pages/45626

Contextually-Based Multiple Meaning Vocabulary Instruction. The session starts with simple commands, one to two words in length. The leader (teacher) says the action and demonstrates the action. Some simple commands would be things such as "stand," "walk," or "sit.". Eventually more complex commands such as "open your book" or "say hello to your neighbor" would be added. Peregoy and Boyle (2008) associate the meaningful context of this type of learning with learning success. Build a Teacher Website.

2

References

http://jorien.educatorpages.com/pages/45796

Contextually-Based Multiple Meaning Vocabulary Instruction. Build a Teacher Website.

3

Word Cards

http://jorien.educatorpages.com/pages/45627

Contextually-Based Multiple Meaning Vocabulary Instruction. Use of word cards for increasing vocabulary is suitable for second language learners. This is best used to help students retain their understandings of words they know and to create a collection of those words (Peregoy and Boyle, 2008). Learners use small index cards to create their word cards. As the teacher, you may choose to give students words to add to their collections. Build a Teacher Website.

4

Overview

http://jorien.educatorpages.com/pages/44789

Contextually-Based Multiple Meaning Vocabulary Instruction. How do children learn vocabulary? Incidental learning (Herman, Anderson, Reagor, and Nagy, 1987). Context (Kuhn and Stahl, 1998). Personalization (Blachowicz and Fisher, 2000). Repeated Exposures (Stanley and Ginther, 1991). Direct Instruction (McKeown and Beck, 2004). Read-Alouds (Biemiller, 2004). Structural Analysis (Edwards, Font, Baumann, and Boland, 2004). Build a Teacher Website.

5

Vocabulary Bookmark

http://jorien.educatorpages.com/pages/45620

Contextually-Based Multiple Meaning Vocabulary Instruction. Please visit my classroom website for printable version of the Vocabulary Bookmark- http:/ classroom.wisd.org/webs/jbowens/. Maureen McLaughlin (2010), creator of the vocabulary bookmark technique contends that it helps students take ownership of their own learning by choosing a word from their reading to learn and share with other students. Model by thinking-aloud how the vocabulary bookmark should be used. Build a Teacher Website.

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