Vocabulary is taught through a combination of exposure and direct instruction. Exposure occurs when a student encounters and unfamilar word in a reading, conversation,  lesson, or other encounter. They learn to make meaning and usage of this word using context. Direct instruction happens when a teacher explicitly teaches a student the meaning, proper usage, and phonetic patterns of a new vocabulary word. Both direct instruction and exposure work conjunctiually to ensure students have a strong basis of vocabulary. 

1. Provide a description, explanation, or example of a new word. This also means providing a graspable definition for MLL students. 

2. Ask students to restate this portion of the process. It is important that this is done in their own words. 

3. Ask students to create a picture, drawing, or word cloud to represent the word. 

4. Engage students in activites/ readings that help them understand this word better. 

5. Ask students to discuss the word with peers/ have them explain the meaning of the word to each other. 

6. Involve students in games that allow them to deepen their understanding of this word. 

Frayer Model Flash Model 

Students complete a quick Frayer model on a piece of paper. They must include a definition, characteristics, examples, and non-examples. They will be given words in random. This helps students create an orthographic map in their minds of words. 

Vocabulary Charades

Students are given vocabulary words at random and must act out a scenario that uses the words in context. The students guess the vocabulary word. This falls under step #6 of the six steps to teaching vocabulary. 

Watch a Video of this Activity Here: 

http://www.theelementaryhelper.com/preschool-kindergarten/charades-for-vocabulary-building/

Graphic Organizers 

Give students a list of known vocabulary terms... have them create a graphic organizer using the definition, a picture, and a connection to the word. These can then be used as anchor charts in the classroom.