Teaching word meanings related to concepts:

How to select and teach vocabulary

1. Word meanings are best learned through conceptual development. This approach stresses in-depth understanding as opposed to surface understanding. Existing concepts can be used as a basis for acquiring new concepts. For example, a student who knows what a horse is can relate the new concept of unicorn to horse in order to understand the new concept.

2. Word meanings should be learned in context. The contextual setting gives student clues to word meanings. The teacher should provide examples in which the new word is used correctly and students should have opportunities to apply the word's meaning.

3. Vocabulary instruction should be based on learner-generated word meanings. Learner involvement increases understanding and memory; thus, when students use their experience and background knowledge to define words, they learn better. The words serve as labels for concepts and students associate words to a larger vocabulary and experiences.

4. Vocabulary should focus on usable words. The use of vocabulary related to a theme or instruction in "word webs" is helpful. Students should be taught how to figure out related words.

5. Students should be taught the use of context clues and structural analysis skills (prefixes, suffixes, root words).

6. Students should learn to use the dictionary, thesaurus and glossary to develop understanding of word meanings when they cannot figure out the meanings from experience, context or structural analysis.

Source: Teaching Concepts and Vocabulary Principles and Strategies,  Jill Kerper Mora, Ed.D., Assoc. Professor Emerita, San Diego State University