Vocabulary Self-Awareness
When to use:
- to build background information
- scaffolding with students who need extra support
- to build vocabulary
How to use:
1. The teacher identifies target vocabulary and gives it to the students. Students may add to the list if they run across
words they don't know while reading.
2. Create chart on own paper or use fillable.
3. Each vocabulary word is rated by the student whether they are comfortable with with word (+), if he/she is unsure of
the word (√) , and if the the word is new to the student (-).
4. As students are reading, they add examples to the chart and a student friendly definitions. The goal is to move all √ and
- into the + column as they have multiple exposers to the vocabulary.
- to build background information
- scaffolding with students who need extra support
- to build vocabulary
How to use:
1. The teacher identifies target vocabulary and gives it to the students. Students may add to the list if they run across
words they don't know while reading.
2. Create chart on own paper or use fillable.
3. Each vocabulary word is rated by the student whether they are comfortable with with word (+), if he/she is unsure of
the word (√) , and if the the word is new to the student (-).
4. As students are reading, they add examples to the chart and a student friendly definitions. The goal is to move all √ and
- into the + column as they have multiple exposers to the vocabulary.
vocab_self_awareness_fillable.pdf | |
File Size: | 184 kb |
File Type: |
Goodman, L. (2001). A tool for learning: Vocabulary self-awareness. In C. Blanchfield (Ed.), Creative vocabulary:
Strategies for teaching vocabulary in grades K-12. Fresno, CA: San Joaquin Valley Writing Project.
Strategies for teaching vocabulary in grades K-12. Fresno, CA: San Joaquin Valley Writing Project.