[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-493516-105":59,"doc-detail-493516-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","vocabulary-strategies-part-3-12-vocabulary","Vocabulary Strategies - Part 3 - 12 Vocabulary","","Vocabulary Strategies presents multiple classroom-ready methods for improving students’ word knowledge and comprehension. It outlines procedures for using analogies to compare concepts, mapping character traits through discussion and pairing, and organizing “click” and “clunk” lists after reading to surface misunderstandings. Additional strategies include concept definition mapping, Connect-Two- to explain relationships among target words, contextual redefinition using context clues and dictionary verification, and the interactive “Find Someone Who” activity to practice new vocabulary.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vocabulary-strategies-part-3-12-vocabulary/493516/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vocabulary-strategies-part-3-12-vocabulary/493516.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the analogies strategy help students learn vocabulary or concepts?","Question",{"text":112,"@type":113},"Students select a concept and explain how it relates to a familiar one, then generate similarities and differences, and finally identify the categories that form the basis for comparison.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the purpose of “Click and Clunk” during reading?",{"text":117,"@type":113},"Students list words they understand under “click” and words they don’t understand under “clunk,” then use direct instruction or group discussion to clarify meanings.",{"name":119,"@type":110,"acceptedAnswer":120},"How does contextual redefinition use context clues to determine word meaning?",{"text":121,"@type":113},"The teacher selects central unfamiliar words, elicits proposed meanings with groups and defenses, then returns the words to the original text and has students verify with a dictionary.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493516,1790954281,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Vocabulary Strategies  \nVocabulary Strategies  \nVIRGINIA P. ROJAS Language Education Consultant (732) [940-1860 vprojas@aol. com](940-1860 vprojas@aol. com)  \nVocabulary Strategies  \nAnalogies: (Sejnost & Thiese, 2001)– Procedure: (a) select a concept and explain how it relates to a concept that the students recognize (e.g. see the example below),(b) model the graphic organizeron an overhead,(c) have small groups generate similarities and differences, and (d) ask students to identify categories (e.g. rule making that comprise the basis for comparison) .  \nExample: Analogies  \nAnalogies  \nSimilarities and Differences Between the Concepts of:  \nCongress and a School Principal  \nSimilarities Differences  \n\n| Congress and a principal both set rules and regulations. | Congress has more members and rules and regulations. |\n| --- | --- |\n| Both organizations need to work together to achieve goals. | Congress has nationwide goals. |\n| Neither has complete power regarding issues. | Congress has a Senate and president; a principal has a superintendent and a school board |\n| Both organizations represent other groups of people. | Congress rules the nation; principals rule the school community. |\n| Both have committees. | Congress has joint committees; principals have assistants and parent advisors. |\n| Both have processes for achieving goals. | Congress votes; principals make rulings based on input from others. |\n\nVIRGINIA P. ROJAS Language Education Consultant (732) [940-1860 vprojas@aol. com](940-1860 vprojas@aol. com)  \nVocabulary Strategies  \nCharacter Trait Maps: - (Burns, 1999)– Words for labeling character traits are often missing in student’s vocabularies. Even if the words are known, students are often unable to distinguish the subtle differences among connotations. Procedure: (a) after reading, have the class discuss the characters and in pairs have them try to visually verbalize the character traits (see example that follows), and (b) as a class, again, have the students compare their maps in order to select the words they think work best.  \nDetermined  \nInventive  \nInsightful  \nPerceptive  \nDefeated  \nClever  \nTenacious  \nRealistic  \nBrian In  \nHatchet  \nDevises bow and arrow, a fish spear, a raft, and a fish pen  \nUses windbreaker to carry raspberries  \nRips himself free from the submerged plane  \nConnects tracks on sand to turtle eggs, connects water refraction to spearing fish  \nFollowed the birds to berries  \nKnows he will not be rescued easily because they were off the flight path  \nBuilds a door for his shelter despite hurt back muscles, swollen eyelids from mosquito bites, sunburn, a swollen forehead, and cramped legs  \nLet fire go out, didn’teat, and wanted to die when a plane didn’t see him  \nSobbed after porcupine attack  \nRealizes he can create fire from the sparks of his hatchet  \nVIRGINIA P. ROJAS Language Education Consultant (732) [940-1860 vprojas@aol. com](940-1860 vprojas@aol. com)  \nVocabulary Strategies  \nClick and Clunk –(Sadler, 2001)– Have students create two columns on a paper labeled “click” and“clunk.”They read a passage and then list words they understand or don’t understand in the two columns. Direct instruction or group discussion is used to clarify meanings of the words.  \nConcept Definition Mapping- (Billmeyer & Barton, 1998) -This strategy teaches students the meaning of key concepts by helping them understand the essential attributes, qualities, or characteristics of a word's meaning. Procedure: (a) use an overhead to display an example of a concept definition map (b) select a term and have students brainstorm information for such a map,(c) have students work in pairs to complete a map with a term you have chosen from the unit, and (d) instruct students to write a complete definition, using the information from their maps. See examples below.  \nWhat is It?  \nWhat is it like?  \nMathematical Shape  \nPolygon  \nClosed  \nPlane Figure  \nStraight Sides  \nRhombus  \nMade of line segments  \nWhat are some","cbCaiq1XxNZ09nVw","https://ap.wps.com/l/cbCaiq1XxNZ09nVw","pdf",208626,18,"English","# Analogies\n# Character Trait Maps\n# Click and Clunk\n# Concept Definition Mapping\n# Connect-Two-\n# Contextual Redefinition\n# Find Someone Who\n# Four-Dimensional Study","[{\"question\":\"How does the analogies strategy help students learn vocabulary or concepts?\",\"answer\":\"Students select a concept and explain how it relates to a familiar one, then generate similarities and differences, and finally identify the categories that form the basis for comparison.\"},{\"question\":\"What is the purpose of “Click and Clunk” during reading?\",\"answer\":\"Students list words they understand under “click” and words they don’t understand under “clunk,” then use direct instruction or group discussion to clarify meanings.\"},{\"question\":\"How does contextual redefinition use context clues to determine word meaning?\",\"answer\":\"The teacher selects central unfamiliar words, elicits proposed meanings with groups and defenses, then returns the words to the original text and has students verify with a dictionary.\"}]","Vocabulary Strategies - Part 3 - 12 Vocabulary | PDF",1790883643,45]