Teaching Vocabulary using PAR Framework

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Teaching VocabularyusingPAR Framework

• Objective To understand that students learn and
  grow when teachers spend time teaching vocabulary
  strategies that students may use independently to
  enrich their own understanding.
• - J. Richardson, R. Morgan, and C. Fleener

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P (Preparation)

• Students attempt to make sense of vocabulary
  terms before reading begins.

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• Word Inventories
• readers assess their own knowledge and rate
  themselves
• Graphic Organizers
• information is displayed in a diagram and a
  discussion takes place on why it is arranged that
  way
• most popular type of graphic organizer is
  semantic map (depicts the interrelationships and
  hierarchies of concepts in a lesson)

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• Possible Sentences
• designed to introduce the new vocabulary and
  arouse curiosity about reading passages
• Vocabulary Connection
• students use a term from a previous book to
  describe a situation in a book currently being
  studies
• encourages higher-level thinking skills as
  students make connections to content area subjects

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• Capsule Vocabulary
• readers explore relationships among words and
  helps students connect those relationships with
  what the students already know

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A (Assistance)

• Teachers encourage students to develop word
  consciousness.

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• Context Clue Discovery
• teachers share specific clues that students
  should look for in text to discover the meaning
  of unfamiliar words
• definitions, signal words, direct explanations,
  synonyms, antonyms, and inferences
• DISSECT
• D-Discover words context
  I-Isolate the prefix
• S-Separate the suffix
  S-Say the stem or root word
• E-Examine the stem or root word C-Check
  with someone
• T-Try the dictionary

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• Word Attack Paradigms
• students are given a series of steps to aid them
  in a new word
• Vocabulary Lists
• students keep a list of new terms they have
  mastered
• Organizational Charts
• students compare and contrast words using
  organizational charts

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• Using the Dictionary
• good for exposure to new words but not useful in
  building and encouraging vocabulary

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R (Reflection)

• Teaching vocabulary after reading holds much
  promise in helping students thoroughly grasp the
  meaning of difficult terms.

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• Interactive Cloze
• encourages students to pay close attention to
  words in print and to actively seek the meaning
  of passages by studying vocabulary terms
• Semantic Feature Analysis
• provides a deeper understanding of language
• some researchers feel this is the best activity
  for teaching vocabulary

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• Word Puzzles
• reinforces learned vocabulary
• Post-Graphic Organizers
• return to already created graphic organizers to
  enhance concept development
• DR-TA Vocabulary Search
• directed reading-thinking activity

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• Vocabulary Study System
• T- Test
• O- Organize
• A- Anchor
• S- Say
• T-Test
• Vocabulary Self-Collection Strategy
• students and teachers share words they want to
  learn and remember after they read an assignment

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• Language Enrichment
• Keyword and Imagining
• Word Analogies
• Magic Squares
• Vocabulary Illustrations
• Vocabulary Bingo
• Word Bubbles
• Odd Word Out
• Word Inquiry

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Summary-

• Taking into account all of the many strategies
  used to teach vocabulary, teachers must consider
  the cultural and developmental differences of the
  students. Teachers must plan for a wide variety
  of approaches, practices, and methods to teach
  vocabulary.