Name and think about how you will implement the parts of the STAR System for your selected/assigned vocabulary items:

S: Structure

  1. What word parts are in the word? Identify any word elements (prefixes, roots, suffixes) and their meanings.
  2. Identify and define any releated words (nouns,
    verbs, adjectives, adverbs).
  3. Define the word, include the information on parts of speech, pronunciation, etymology, level of usage.
  4. Separate familiar from unfamiliar.
  5. Use the known parts for the decoding of the whole

T: Theme

Consider the contexts of the vocabulary. Note the level, context, topic, sources, . . .
  1. What situations would you most likely find the vocabulary.
  2. Where have you seen the words.
  3. Go beyond the textbook vocabulary course requirements: Where else have you or would you be likely to encounter the words -- what lists? reading? speech situation? graphic media? video? sound track? . . .
  4. What is your interest in the word?
  5. Where does the word fit with regard to your understanding of the item and its context?

A: Action

Learn by doing -- To make the new vocabulary your own by starting to do something with it. Activating your connections with your target words.

  1. Write about it.
  2. Talk about it.
  3. Map it.
  4. Elaborate upon it.
  5. Personalize it.
  6. Act by using your full cognitive and affective abilities to attain your desired level of proficiency.
  7. Make paths, connections with your previous knowledge.
  8. Use the the newly learned vocabulary in your speaking, writing, creative representations, maps, etc.
  9. Add your activities with the new content to your own and/or your team's blogs/wikis.

R: Review

  1. Review -- consider what you've learned, acted upon, and how it fits into your goals.
  2. Review the process you've used and the result you've achieved.
  3. Personalize your learning through applications and reuse of the content.
  4. Follow-up with what you've determined is your own best method for learning and remembering the new materials as you apply it in various contexts.
  5. Select your techniques for achieving your purpose based on your own learning goals and style.
  6. Consider your target level: receptive, productive, informal, technical?
  7. How much depth, breadth of meaning, associations initially and finally do you need or want as your target proficiency.
  8. Time your reviews to maintain your new knowledge and add to its significance.