Introduction | Overview | Troubleshooting | Prizes | WMR | LTR | Interactive Course
Word Meaning Review
Word Meaning Review (WMR) is a feedback exercise intended to give the teacher information as to whether the student knows the meanings of words being presented or whether the student needs further review and practice of definitions.
WMR is done on the current lesson. WMR can be done at any time after SENSE IT is completed. SENSE IT should not be interrupted to work with word meaning. While doing SENSE IT students are working with sight and sound patterns. Visual, auditory and motor kinetic sensory cross linking and integration are paramount. It is not an appropriate time to shift gears and work with word meanings.
However, any time after the third segment is completed the teacher may work with the student on WMR. Some teachers prefer to do WMR before a student goes to Match IT and Choose IT. Other teachers do the exercise late in the lesson. The teacher should assess the needs and learning level of the student and make a decision according to what is appropriate for his/her student population. There are two methods of doing WMR:


In the first WMR method the teacher, with the lesson manual open to the current lesson, asks the student the meaning of each word in segment one and segment two. The student responds with either a definition or sentence using the word in context. If a student uses the word in context in a sentence it is important that the student reflect the meaning of the word.
For example, in response to the word “tam,” if a student says “A tam is something you wear.” This sentence is not sufficient to describe the meaning of the word “tam.” the teacher might respond by asking, “where would you wear the tam” And the student can further elaborate by saying “A tam can be worn on the head.” If a sentence is lacking the full connotation of the word, be sure to question the student further.
When a word has multiple meanings, the student should be given credit for any correct meaning even if it was not the specific meaning presented in the lesson. Some instructors give extra credit if a student knows more than one meaning.
When the word meaning (or a context sentence) is given correctly, the teacher scratches the word off the WMR form. Students enjoy seeing the words that they have mastered eliminated from the list.
If the student does not know the meaning of a word(s), or cannot use it appropriately in a sentence, that word is not scratched off the WMR form. The teacher then asks the student the meaning of the word each day after the words in the current lesson are reviewed. The student must know the meaning of the word or be able to use it correctly in a context sentence five different days. These five days do not have to be five consecutive days. Each time the student knows the word correctly the teacher makes a tally mark on the line after the word. After five tally marks are recorded, the word is scratched off the list.
Since this method of doing WMR is a one on one commitment with each student, the teacher will need to determine logistically when is the most appropriate time to do it. This can be any time after SENSE IT is completed.
For elementary school students, the long form of WMR is recommended. While it takes longer to do, it is a tremendous language builder. The student is daily creating sentences and working on meaning in a one on one environment with the teacher.


A second method of doing WMR utilizes Match IT. It is especially appropriate when working with older students who have little problem with knowing word meanings.
Using the second method the teacher checks the student’s Choose IT 1 and Match IT printout or the Match IT Worksheet. Only the words that were not identified correctly on the first attempt need to be asked in WMR. This can save the teacher a considerable amount of time daily since there are many times the student has only missed one or two words. However, it requires that the student work on Choose IT 1, Match IT and the Match IT Worksheet independently. If the student has asked for and received help in the form of discussion with the teacher or accessing the Answer Book, the printout is not an accurate assessment of the student’s knowledge of the word meanings.
The teacher must decide which method she will use. If a student has difficulty with sound discrimination or word meanings and finds Match IT a frustrating exercise without support, it is more important that the student receives the support and be more successful with the exercise. The teacher can then either have the student repeat Match IT independently at a later time, do the Match IT Worksheet independently or use the long form of WMR to check word meanings.
A word of caution here to teachers who have students repeat Choose IT 1 or Match IT. With a large class it can sometimes be difficult to remember whether the printout describes Choose IT 1 or Match IT done with help or done independently. Be sure you have an accurate method or remembering how Choose IT 1 or Match IT was done, otherwise, use the long form of WMR.
Most students proceed through ELS with at most ten to twelve words on their first list. However, there are a few students, such as ESL students or those with very limited language, who may accumulate eight or more words a lesson on their WMR list.
For these students it will be necessary to stop advancing through the lessons periodically to review word meanings. It is recommended that such a break to be taken after a mastery lesson.