Vocabulary

Content (General): Vocabulary

The acquisition of a large supply of content words can speed a child's progress toward communication. While care should be taken that vocabulary is not overemphasized to the exclusion of structure and other areas, this is one of the easier areas for development within the regular classroom. Words should always be taught within a sentence structure of some kind. At a minimum, This is a _______.

The vocabulary list provided here is organized into the following arbitrary categories:

Additional word lists for teaching structure can be found in the section on Content (Structure):

Teaching and Testing Ideas

Have old magazines and catalogs in the room. Student creates personal vocabulary notebook. A peer tutor can help if available. A student may wish to collect several examples of each word.
Use language master cards with pictures clipped on. The student listens and quietly repeats each sentence as many times as necessary for mastery.
Choose or have students choose three to five words per day to learn. Word lists in this handbook are one source of words. Picture dictionaries are another. Quiz students the next day and at the end of a week. Keep a chart of words studied and learned.
Label items in the classroom with their English and possibly foreign language names.

Games and Strategies

"Go Fish" game. For two or more players. Use 3x5 cards and tape on pictures. Make four cards for each picture. Shuffle cards and spread on the table Each player picks six for his/her hand. Organize the hands so matching cards are together.
Player 1: Angie, do you have a _________?
Player 2: Yes, I do. or No, I don't.
If yes, Player 2 gives all cards of that item to Player 1. If no, Player 1 draws a card from the pile. The object is to get four cards the same and acquire more sets than your opponents.

Concentration. For 2-4 players. Two cards are needed for each picture. Shuffle and place picture side down in a grid formation. Student turns over a card and says That is a gate. He then turns over another card and says That is also a gate. or That is not a gate. That is a barn. He keeps matching pairs. The person with the most cards at the end of the game wins.

Board games. Tape pictures to a game board or checkerboard. Use dice or spinners and markers. Include spaces for "Go back 2", "Go ahead 2", "Pick a card", etc. if appropriate. The child names each picture on which he lands.

Crossword puzzles. Use pictures as clues. List words in random order (including some extras) at the bottom of the page unless the student has practiced their spellings. Use grids or graph paper to create these.

Word search. Again, use grids or graph paper. Give picture clues and words.

Store game. Play games with pictures or real objects. I want to buy the ______. How much is it? It's ________. Exchange play money and say Thank you.

Memory game. Put several objects or pictures on the table. Students study them. Leader has students close their eyes and takes one off. Students say what's missing. What is gone? The ________ is gone.

Bingo game with pictures.

Fish game. Student fishes with a magnet for fish with paper clips and pictures, then identifies the picture to keep the fish.

Guessing game. What's in the box? Is it a ______? Yes, it is. No, it isn't.

Listening game. Circle the _______. Draw an arrow to the ________. Underline the __________. Put a box around the __________. etc. Students can make up the directions for others to follow.