Literacy Matters Vol 24 Winter 2024

Strategy

Overview

Labeling

The teacher points to the illustration and names the item. It can be done while reading the text or by adding a quick sentence that calls children’s attention directly to the item in question.

Synonyms

The teacher provides a more familiar word for the target word and/or Tier 2 or 3 words. The teacher demonstrates how to look for clues to find the meaning of a word in the surrounding text.

Context

Note : Adapted from Kindle, K. J. (2011).

Literacy Matters General Articles

Table 1 Strategies to Support Vocabulary During Shared Reading

Strategy

Overview

Categories

Students sort words into categories. Categorization can be done on the board, where students identify the word(s) that does not belong within a group of words, or in a pocket chart, where word cards are placed into groups. One or more students perform the action or have a single child act out a word(s) for other students to guess. Students learn word meanings by associating the word with a visual image. The picture might be a depiction of the word's meaning—for example, a sketch of a plateau—but it may also present the word in a more abstract way.

Act It Out

Picture It

Note : Adapted from Kindle, K. (2008).

Table 2 Infusion Activities for After Read Alouds

Literacy Matters | Volume 24 • Winter 2024 | 33 |

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