Four-square vocabulary is an interactive way to introduce new vocabulary terms for a unit or lesson.Students are asked to draw on personal experiences with words by activating their background knowledge of the word. This also sets a purpose for reading and allows for a connection between the text that will be read and previous vocabulary knowledge. Using this pre-reading strategy can help teachers make judgments about how much instruction is needed for each vocabulary word before beginning reading the text.
Courses in which it could be implemented:
This strategy would be especially helpful for math and science.I see it being helpful in math because students can distinguish between things like debits/credits or whole numbers/fractions. It’s a good way to compare two and contrast two words since there is a box for non-examples.Also, I think this would be good for science because it allows for students to dispel misconceptions about a word and create a better, more refined definition for words that they only “sort of know”.
Diverse learners:
This strategy would be great for visual learners because the boxes are big enough to draw a picture of the examples and non-examples of the word. Also, this strategy would be most helpeful to students who frequently skip over unfamiliar words or are constantly content with “kind of knowing” a word instead of really “owning” a word.
Procedure:
1. Teacher selects a few key vocabulary words from the text.
2. Students use either the four-square hand out or simply fold a piece of paper into four squares.
3. In square 1, students write the vocabulary word.If they are unfamiliar with the word, the class should practice pronouncing it.Next, the teacher should present the word in context along with verbal and visual examples and non-examples.
4. Next, students select their own verbal and visual examples of the term drawing on their own personal experience with the word.
5. In square 3, the teacher discusses non-examples of the class and helps the class generate a list of non-examples based on the previous experience with the vocabulary word.
6. In square 4, the students write the definition for the word. They can check the glossary in their textbook or a dictionary to refine their definition if necessary.They should also locate the word within the text they are about to read.
7. (optional) In the adapted hand-out, students are asked to create a sentence using the word. The teacher can check these sentences to make sure the students are using the word as the correct part of speech or in the correct context.
Teacher may consider using realia or photographs of the word if possible
Students may not be able to come up with non-examples
·Students can get non-examples from whole class discussion ·Teacher may need to show students how to use a thesaurus to find antonyms ·Students could possible fill in non-example square as they are more familiar with the word and have had a chance to interact with it.
Students may not feel they are good writers
·Students can draw pictures to represent the word instead of using words.
Students may not be able to use the word correctly when put into context
·Teacher may have students list the part of speech the word is and list variations of the word.
References Johns, J. L., & Lenski, S. D. (1997). Improving Reading: A Handbook of Strategies (2nd Edition ed.). Dubuque: Kendall/Hunt Publishing.
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
Rationale:
Four-square vocabulary is an interactive way to introduce new vocabulary terms for a unit or lesson. Students are asked to draw on personal experiences with words by activating their background knowledge of the word. This also sets a purpose for reading and allows for a connection between the text that will be read and previous vocabulary knowledge. Using this pre-reading strategy can help teachers make judgments about how much instruction is needed for each vocabulary word before beginning reading the text.Courses in which it could be implemented:
This strategy would be especially helpful for math and science. I see it being helpful in math because students can distinguish between things like debits/credits or whole numbers/fractions. It’s a good way to compare two and contrast two words since there is a box for non-examples. Also, I think this would be good for science because it allows for students to dispel misconceptions about a word and create a better, more refined definition for words that they only “sort of know”.Diverse learners:
This strategy would be great for visual learners because the boxes are big enough to draw a picture of the examples and non-examples of the word. Also, this strategy would be most helpeful to students who frequently skip over unfamiliar words or are constantly content with “kind of knowing” a word instead of really “owning” a word.Procedure:
1. Teacher selects a few key vocabulary words from the text.2. Students use either the four-square hand out or simply fold a piece of paper into four squares.
3. In square 1, students write the vocabulary word. If they are unfamiliar with the word, the class should practice pronouncing it. Next, the teacher should present the word in context along with verbal and visual examples and non-examples.
4. Next, students select their own verbal and visual examples of the term drawing on their own personal experience with the word.
5. In square 3, the teacher discusses non-examples of the class and helps the class generate a list of non-examples based on the previous experience with the vocabulary word.
6. In square 4, the students write the definition for the word. They can check the glossary in their textbook or a dictionary to refine their definition if necessary. They should also locate the word within the text they are about to read.
7. (optional) In the adapted hand-out, students are asked to create a sentence using the word. The teacher can check these sentences to make sure the students are using the word as the correct part of speech or in the correct context.
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Potential Issues:
· Teacher may need to show students how to use a thesaurus to find antonyms
· Students could possible fill in non-example square as they are more familiar with the word and have had a chance to interact with it.
References
Johns, J. L., & Lenski, S. D. (1997). Improving Reading: A Handbook of Strategies (2nd Edition ed.). Dubuque: Kendall/Hunt Publishing.
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.