Strategy 1: Vocabulary Self-Collection (variation from
Lenski text)
Summary: This activity allows students to take control
and “own” their vocabulary development. In this activity,
students read a text and choose a word that they would like
to study in depth. Then, in their self-collection
dictionaries, they record the word, the definition of the
word, use the word in a sentence and draw a picture of the
word. Over the course of the class, students will have
developed a book with words that have personal meaning to
them. Variations of this method include having students
adding synonyms, antonyms, and roots and suffixes.
Graphic:
Palabra: Decepcionado
Definicion: Disappointed
Frase: Carlos me ha decepcionado mucho.
Dibujo:
Description: This method of learning vocabulary goes hand-
in-hand with a Spanish classroom. A huge part of learning
new vocabulary is personalizing it in a way that allows
students to remember it in the future. By looking it up,
creating a new sentence and drawing the idea, students will
take many steps to put the word in their long term memory.
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Strategy 2: Connections Graph
Summary: This technique is meant to help students
organize data and make connections between related ideas.
Students will use the chart below as they read to make
connections between concepts. This will help them to
remember and use their new knowledge effectively in the
future.
Graphic:
Carnival in Hispanic Countries
Mexico x X x
Bolivia X X x
Panama X X x
Argentin x X
a
Costumes
Dedicated to the patron saint of miners
Known for concerts led by internationally
Features Bull Riding
Parades
famous musicians
Description: I think this technique could be particularly
useful while studying culture in a Spanish classroom. As
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there are so many Spanish speaking countries in the world,
students may find these charts useful as they learn about
and mentally organize customs in each.
This method could also be good for intermediate/advanced
students as they begin to read more complicated texts.
Students could keep track of character traits or
descriptions of settings as they read in order to keep
track of the action as it unfolds in the story.
Strategy 3: Missing Person’s Report (with variation from
Lenski text)
Summary: This method of studying characterization helps
to synthesize a character’s words, actions, appearance,
personality, and lifestyle. Teachers can begin by taking
the text that is currently being used in class and pointing
out descriptive passages that teach about the student.
Next, they will tell the students that that particular
character has gone missing and students need to write a
missing person’s report or create a missing persons poster
for the local police station.
Ask students to include details about the characters
physical features including: height, weight, distinguishing
features, clothes, and where he was last seen and by whom.
More advanced students can add to their report or poster by
including information about the character’s personality.
Finally, students can present their posters or descriptions
to the class.
Graphic:
Persona Desaparecida
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Nombre y Appellido : Harry James Potter
Lugar: Godrick’s Hollow
Edad: 17 anos
Vestimenta: Jean azul, camiseta negra, lentas negras
Rasgos: 1,5 metres de estatura.
Harry pesa 46 kilogramas.
Tiene pelo castano y ojos verdes.
Tiene un cicatriz de forma de relamago por la frente.
Relato desaparacion: Ronald Weasley vio a Harry Potter por la
ultima vez el 3 de Julio en la casa de Bathilda Bagshot.
Description: This method of understanding characterization
would be perfect for a Spanish classroom. I think that
making a missing person’s report would be great not only
for understanding a character in a text, but also for
practicing describing physical characteristics, with
emphasis on understanding when to use ser versus tener.
This can also be paired with a unit studying clothing or
the past tense.
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Strategy 4: Closed Word Sort
Summary: This method of studying vocabulary requires
students to organize and classify words based in their
prior knowledge. Students are given a list of 12 to 15 (or
less) words from a chapter or from a reading. The words
should be important ones. The teacher should wrote the word
set on a few sets of notecards, or on the white board or
smart board.
Next, the teacher should divide the class into groups of
three to four students. Then, they tell the students that
they are going to sort the words on the board into the
categories they have established.
Graphic:
Palabras: El bistec la jarra la cebolla el cuchillo el
jamon el plato el pepino el pollo el tenedor el elote los
frijoles la cuchara
Categorias: la carne, las legumbres, la mesa y los
cubiertos
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La Carne Las Legumbres La mesa y los cubiertos
El bistec la cebolla la jarra
El jamon el pepino el cuchillo
El pollo el elote la cuchara
Los frijoles el plato
El tenedor
Description: This type of vocabulary activity would be
very useful to any student studying Spanish vocabulary. I
think that a Spanish teacher could take the words from a
text that students are reading if they are working with
upper level students. However, with beginner students
teachers could do this activity with simple vocabulary
lists. In that case, they could use categories like:
colors, verbs, adjectives, prepositions, nouns, ect. By
doing this, teachers could also help students recognize
elements of the Spanish language as they begin to develop
an idea of syntax.
Strategy 5: Dictionary Orientation
Summary: This activity allows students to learn how to
use a dictionary. A teacher begins by holding up a
dictionary and asking students to share what they know
about it. They list facts on the board. Then, the teacher
will post a definition using an overhead or internet page
and talk the students through the various parts of a
definition including: the division between the English and
Spanish sides, guide words (the words printed on the top
corner of the page, the pronunciation guide, the (sometimes
various) definitions, the parts of speech, and any idioms
that use the word. Next, the teacher would give the
students a short worksheet with various questions about
Spanish dictionary definitions that would reinforce this
new information.
Graphic:
Look up “To Save”
List the two prepositions which have this meaning ___________________
________________________________
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How would you say “to save money”?
____________________________________________________________________
How would you say “to save time”?
_____________________________________________________________________
What is the adjective form of “saved” ?
____________________________________________________________________
Description: This activity would be particularly useful
with first year Spanish students. I think that many do not
know how to use a dictionary correctly when they are
language beginners. I would emphasize reading through all
definitions in order to choose the correct explanation of
the word they are looking up.
Strategy 6: Poetry Prowess
Summary: This activity allows teachers to introduce a
subject in a way that arouses curiosity. It can also be
used to review a topic by leaving out key words which
students would have to fill in.
Graphic:
President Lincoln, I've been thinkin'
When you were a tiny babe
As a youth you told the truth,
So people called you "Honest Abe."
You grew up as tough as nails.
On the farm, you swung your arm,
And with an axe, you split the rails!
President Lincoln, I've been thinkin'
How you taught yourself the law.
Every book around you took,
And read like no one ever saw!
President Lincoln, I've been thinkin'
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Back to when you wrote the E-
Mancipation Proclamation
So the slaves could all be free.
President Lincoln, I've been thinkin'
How you bravely led the land.
Once divided, now united,
You made sure our house would stand!
Review
President Lincoln, I've been thinkin'
When you were a tiny babe
As a youth you told the truth,
So people called you "_____________."
You grew up as tough as nails.
On the farm, you swung your arm,
And with an axe, you split the rails!
President Lincoln, I've been thinkin'
How you taught yourself the ________.
Every book around you took,
And read like no one ever saw!
President Lincoln, I've been thinkin'
Back to when you wrote
________________________
So the slaves could all be free.
President Lincoln, I've been thinkin'
How you bravely led the land.
Once divided, now___________,
You made sure our ___________
would stand!
Description: I would use this with ESL students in order
to create curiosity and introduce a subject using very
little words. I think students struggling to learn a new
language would appreciate a source that lacks wordiness.
Taking out key words at the end also provides an excellent
vocabulary review.
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Strategy 7: Alphabet Soup
Summary: Alphabet Soup is a method of reviewing
vocabulary in a unique and fun way. In this method,
students choose a new vocabulary starting with each letter
of the alphabet and lists them.
Graphic:
A Arachnid
B Beehive
C cougar
D
E
F
G
H
I
J
K
L
M
N
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O
P
Q
R
S
T
U
V
W
X
Y
z
Description: This is yet another interesting way for
students learning a new language to cover vocabulary. I
think I would do this method with younger students, and
encourage them to illustrate the words. (for example a soup
bowl with the words written inside) Or, I would have
students work in groups to find enough words, 26 may be too
much for any one person.
Strategy 8: Possible Sentences
Summary: Teachers should choose 10-15 sentences that are
a key part of a reading assignment. Then, they should write
a sentence including one or more of the words that they
believe they may actually read in their text. After the
students have written their sentences the teacher should
write them on the board. Next, students read the passage
silently and decide whether or not their sentences are
accurate. Then, as a class correct the sentences together.
Finally, ask students to re-write sentences that turn out
to be incorrect.
Graphic:
Vocabulary
Vast ice sheets Adenans Burial Mounds Norse
Sagas Settlement
Possible Sentences
1. Vast ice sheets covered North America.
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2. Adenans are found next to burial mounds.
3. Norse Sagas told about settlement North
America
Evaluation of Sentences
1. true/false/can’t be determined
2. true/false/can’t be determined
3. true/false/can’t be determined
Description: I think this is a great way to learn the
correct usage of new vocabulary. I especially like the idea
for Spanish or English as a Second Language students. This
particular method also forces students to recognize the
type of word (noun, adjective…ect) as well as learning the
meaning.
Strategy 9: Story Impressions
Summary: Teachers should begin by previewing a story or a
text and select several words or short phrases that are
important to understanding the reading. Ask students to
look at the list of words and predict how the author will
use them in the section they are about to read. Once their
predictions are written, the students should underline all
of the selected words their story impression contains.
Finally, students should read the text and compare their
story impression to the actual story.
Graphic:
Hot (adj) Sand (noun) Crab (noun) Thomas (noun) Toe
(noun) Surf (noun) Splash (verb)
Trowel (noun) Sunny (adj) Towel (noun) Seagull (noun)
Squall (noun) Jelly Fish (noun)
On a sunny day, Thomas decided to go to the beach and play in the hot
sand. Taking along his new trowel and towel he walked up to the
waves. As he began to dig he looked up at the sky and noticed that
there was a squall blowing in. He was concerned the storm would come
soon, so he decided to pack up his things and go home. As he splashed
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in the surf he saw a crab, suddenly, a jelly fish came up and stung him
in the toe!
Description: I think this method can easily be adapted to
Spanish or English learning students. I would adapt it
slightly by making sure there are words that are well known
and unknown to the students which would require them to
activate past learning and look up a couple of new words.
Finally, I would also write down which type of word it was
(noun, adjective…) in order for students to use their new
word correctly.
Strategy 10: Scan and Run
Summary: This is a method of increasing reading
comprehension by monitoring progress before, during and
after the reading. A teacher will should hand out the
reproducible to the students and ask them to use it as they
begin a new text.
Graphic: (Courtesy of
clow.ipsd.org/academics_5_reading_strategies-scan.html)
S = Survey Headings and Turn Them into Questions
Turn two headings into questions below:
1. __________________________________________________________
2. __________________________________________________________
C = Capture the Pictures/Graphs/Maps
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Write down what two of the pictures, graphs, and maps tell you.
1. __________________________________________________________
2. __________________________________________________________
A = Attack Boldface Words
Write down two of the boldface words and tell what they mean.
1. __________________________________________________________
2. __________________________________________________________
N = Note and Read the Lesson Questions
Write down two of the questions at the end of the lesson.
1. __________________________________________________________
2. __________________________________________________________
Description: This method is great for students learning to
read in a new language. I think that ESL teachers can use
this to help students take on dry, non-fiction texts in a
way that is useful to understanding the meaning. I would
make sure that I modeled the method for the students the
first time. I would also work with them as they complete
this method a few times before asking the students to do
this on their own.
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Strategy 11: Double Entry Diary
Summary: This strategy is meant to help students respond
to readings when writing in the text is not possible.
Teachers will begin by telling students that they are going
to have a chance to think deeply about their reading.
Teachers will hand out a double entry hand out or simply
ask students to fold a piece of paper in half the long way.
Teachers will ask students to use the left column to write
specific information from their text such as a direct quote
or a simple summary. In the right column students will
write their thoughts about the information. The right
column is meant to help students to make direct connections
with their texts.
Graphic:
Write a direct quote or Write a reaction here using the
summary here following prompts
This reminds me of…
I wonder…
I think…
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This is important because…
This confuses me because…
Description: This is a great way to help students actually
connect with their texts, rather than simply digesting the
information. I think this is very important for ELL’s that
are struggling to view texts as more than a huge challenge.
I would provide a lot of scaffolding and help students walk
through the information in their texts and ask them to make
a relation to a part of their life.
Strategy 12: Power Notes
Summary: This method of note-taking helps students to
understand the organization of a text, which helps them to
understand their understanding. Teachers need to begin by
modeling usage of power notes and then asking students to
create power notes for texts they are currently reading.
Teachers can ease students into this by providing a
worksheet with some of the areas already filled out.
Another great way of using power notes as a review is to
give students a list of vocabulary words and ask them to
organize them by levels (main topic, supporting detail, or
example)
Graphic:
1. Main Idea or Topic
a. Detail
b. Detail
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i. Example
2. Main Idea of Paragraph
a. Example
b. Example
i. Detail
3. Main Idea of Paragraph
a. Detail
b. Detail
i. Example
Description: This is yet another way to help ELL and
Spanish students understand their texts by looking at the
main ideas of the reading and identifying the supporting
details or examples. I also think this method is great for
language learners because it demonstrates the body
structure of a well-written essay. Teachers can easily use
this method of note taking and turn it into method of
writing.
Strategy 13: Preplan-List-Activate-Evaluate (PLAE)
Summary: Teachers can use this method to help students
learn how to study effectively. Teachers should begin by
listing the PLAE study plan on the aboard and then modeling
each strategy for their students. Then, either working
alone or in groups, the teacher asks their students to make
a PLAE study plan for an assignment. In the following days,
ask students how there are achieving their study goals and
offering to assist them in making any adjustments. Finally,
after a period of time using the PLAE plan teachers should
ask their students to reflect on their learning experience
and identify areas of study that need to be revised.
Graphic:
Preplan—define your study tasks and goals
List—list or select strategies to accomplish tasks and
meet goals
Activate—implement the study plan using the
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strategies
Evaluate—Evaluate the effectiveness of the study plan
Description: This method in particular is important for
ELLs that do not have a long history of academic learning.
Many students enter schools in the United States without
ever having attended school in their home country.
Therefore, ESL teachers
should make teaching study skills a key part of their
instruction. Moreover, they need to provide explicit
examples of study skills and give students long periods of
time to adjust to their new study responsibilities. If I
were to use this method I would definitely spend at least
an entire quarter working through the various tasks that
come with the PLAE plan.
Strategy 14: Signal Words
Summary: This is great for students learning a second
language. Teachers begin by searching a text for its
organizational pattern. Then, they will develop a list of
coming signal words for the text’s organizational pattern.
Teachers then photocopy the text so each student can write
on the page. Next, teachers explain that authors use signal
words to make texts flow and to help with organization.
Teachers should then provide a couple of examples of
sentences or sentences that have signal words. They should
use those sentences to model underlining the words and make
a note about the significance of the word. Finally, they
will pass out the photocopies and give students time to
search for signal words and write an annotation. Teachers
should end with asking students to share the signal words
they identified and their meanings.
Graphic:
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(Courtesy of the US State Department’s free textbook,
Outline of US History
http://usinfo.state.gov/products/pubs/histryotln/index.htm)
While (compare/contrast) Norse sagas suggest that Viking sailors explored the
Atlantic coast of North America down as far as the Bahamas, such claims remain
unproven. In 1963, however, (compare/contrast) the ruins of some Norse houses
dating from that era were discovered at L'Anse-aux-Meadows in northern
Newfoundland, thus (cause/effect) supporting at least some of the saga claims.
In 1497, just five years after Christopher Columbus landed in the Caribbean looking
for a western route to Asia, a Venetian sailor named John Cabot arrived in
Newfoundland on a mission for the British king. Although (compare/contrast)quickly
forgotten, Cabot's journey was later to provide the basis for British claims to North
America. It also(description) opened the way to the rich fishing grounds off George's
Banks, to which European fishermen, particularly the Portuguese, were soon making
regular visits.
Description: This is a great thing to teach students in
all disciplines, especially ESL or Spanish students.
Learning to identify signal words is key to improving
reading comprehension. I think I would do this activity
consistently for an extended period of time so students
learn to identify signal words very well.
Strategy 15: TOAST
Summary: This is another method to learn new vocabulary
independently. Toast stands for TEST, ORGANIZE, ANCHOR,
STAY, TEST. I think this method is so useful because
students can choose their own words and learn at their own
rate.
TEST
Teachers begin using the TOAST method by choosing a couple
of words from a reading selection that you would like them
to learn. Alternatively, you can let them choose their own
words. After the words have been decided upon, students
should make a set of flash cards with the word and its
definition on different sides. Finally, students should
take a pre-test by trying to use the word in a sentence and
defining it.
ORGANIZE
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Students next need to organize their vocabulary words into
categories that help them remember their meaning. (Options
include: semantic or structural similarities)
ANCHOR
Next, students need to develop some way of remembering
their words and putting them into their long-term memories.
Students can choose to teach another the word, or record
themselves using the word, or finding a mnemonic link for
the word.
SAY
Students need to occasionally review their words by saying
them aloud. It is suggested that students say the words 10
minutes after studying, again a week later, and monthly.
TEST
Students should take a post-test to determine their success
in learning words. It can be the same as the pre-test.
Graphic:
Test Words: Camisa Pantalones Zapatos Pan Chocolate Manzana
Falda Cocinar
Organize La ropa: Camisa, panalones, zapatos, falda
La Comida: Pan, chocolate, manzana, cocinar
Anchor (choose your favorite way to remember)
Say (Say the words 10 minutes after review, a week after
review, a month after review)
Test (Re-test your words)
Description: This is a great way to learn vocabulary. I
especially like the stop of organizing and the emphasis on
using a mnemonic device to remember tricky words. I think
this is great for ESL and Spanish language learners.
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