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You can use this process to pre-teach words before students read.  \nSteps  \n1. Write the word and read the word.  \n2. Ask students to divide the word into syllables, or you can do it if the students have trouble. Ask students to read each syllable and write it down as they read it. Look for correct spelling.  \n3. Ask students if they know what the word means.  \n4. Give a definition of the word. Give examples (if appropriate) . Use the word in a sentence.  \n5. Ask students to put the definition in their own words. Ask them to provide their own examples.  \n6. Ask students to use the word in a sentence that draws from their experience. Ask students to write the word and the sentence.  \nWord Charts  \nWord charts are an expansion of traditional flash cards. They are good for introducing students to new words.  \nSteps  \n1. Give students blank 4”x 6” index cards, one index card for each new word they will learn.  \n2. Ask students to write the new word on the front of the card.  \n3. Ask students to turn the card over and draw a line from the top to the bottom of the card, about 2/3 of the way over. Ask students to then draw a line dividing the larger portion in half horizontally.  \n4. In the first space, have students write a definition of the word in their own words. They can also include examples and synonyms.  \n5. In the second space, ask students to think of antonyms or opposites of the new word. Not all words have natural antonyms, so students will have to think creatively about the meaning of the word.  \n6. In the remaining space, ask students to think of the word in relation to their own experience. Maybe a student has heard the word used in another setting or maybe a student has a life experience that is an example of the word. Whatever the association, ask students to write a sentence (or two) about that experience using the new word.  \nUsing New Words in Writing  \nOne of the best ways to reinforce new vocabulary words is to have students use them to discuss what they just read. Here are some ideas of how to do that.  \nSteps  \n1. After reading a story and checking for comprehension, review the vocabulary words you pre-taught. Say a word and ask the student to tell you what it means. Go back in the story and reread one or more sentences with the word. Ask the student to explain how the new word helps them understand that sentence. For example, a sentence from a story might be “Listen up,” the fire chief said tersely to his firefighters. “We don’t know what is burning in the house or where.” Ask the student, “What does it mean when it says ‘the fire chief said tersely’? Why do you think the fire chief was being terse?”  \n2. Have students each write a paragraph related to the story they just read (a summary, what happens next, or what a main character is thinking) . Have them use 3–4 of the new vocabulary words in their paragraphs.  \nVocabulary Game  \nThe vocabulary game is an engaging way to review vocabulary words from multiple lessons. It’sa team game and players can get help from their teammates, so students at different levels can play and have fun.  \nSteps  \n1. Create a list of vocabulary words from selections students have read in class.  \n2. Divide students into two teams.  \n3. A student from the first team comes up to the board. He or she draws a piece of paper from envelope one. Envelope one contains four different tasks: pronounce the word, spell the word, define the word, and create a sentence with the word.  \n4. The student then draws a vocabulary word from envelope two. (Note that a student who draws “spell the word” from envelope one must hand the vocabulary word to you without looking at it. Otherwise, they keep the vocabulary word) .  \n5. If the student can do the task without help from his","cbCaimhcaLXReNy0","https://ap.wps.com/l/cbCaimhcaLXReNy0","pdf",543330,28,"English","# Handout: Vocabulary Activities\n## Teaching New Words\n## Word Charts\n## Using New Words in Writing\n## Vocabulary Game\n## Word Builder\n## Variations","[{\"question\":\"如何在阅读前进行生词预教学？\",\"answer\":\"先写出并朗读单词，再引导学生把单词拆成音节并核对拼写；随后确认学生是否知道词义、给出定义与例句，并让学生用自己的话复述和写出与自身经历相关的句子。\"},{\"question\":\"词表图卡（Word Charts）的填写包含哪些内容？\",\"answer\":\"先在卡片正面写新词，背面分区：第一格写学生用自己的话写的定义，可加入例子与同义词；第二格想出反义词或意义相对的表达；剩余空间写该词与自己经历的联系，并用新词写句子。\"},{\"question\":\"Word Builder词汇构建活动如何帮助学生理解词义？\",\"answer\":\"活动基于学生已学习过的常见前缀和后缀。先让学生用前后缀给自造词逐步添加构词成分、预测新词含义，并在需要时翻卡确认解释，持续练习根据词根与词缀推断词义。\"}]","ABE 3 Post Training Handout - Vocabulary Activities | PDF",1790600170,71]