Download Teach Individual Words - Staunton City Schools

Teach
Individual Words
Additional Activities
20 Questions
The teacher chooses a word (and does not share it) while students proceed to ask the teacher questions about the
selected word. The questions must be answered with “yes or “no”. Questioning continues until the group correctly
identifies the word.
(Source: What Really Matters in Fluency Instruction)
Alphaboxes
After reading a story or text related to content being studied, have students think of words that reflect
important points. Next, have students use the Alphaboxes graphic organizer to sort the words. Students should
be able to tell how each word relates to the text read. Variation: Students use words collected in the Alphaboxes
graphic organizer to create fact sentences, dictionary pages, and word walls.
(Source: (2002) Southwest Educational Development Laboratory: SEDL Letter, XIV, 3.)
Anchor Charts
An anchor chart is used as a reference during reading instruction. It is comprised of the word, a student
generated definition, and nonlinguistic representation. This chart is referred to before, during, and after reading.
(Source unknown)
Around the World
Students sit in a circle. Two students stand up at a time to see who reads a vocabulary/sight word card flashed
first. Quickest reader remains standing while another student competes with the next student in the circle. Move
around the circle with the quickest reader of each word competing each time.
(Source unknown)
Ask Me About…
Students should have a tentative understanding of the vocabulary word. Students wear a pre-printed label on
their shirts that says, “Ask me about the word ___.” Pairs of students can have the same word or different words.
Students then walk around the room and engage in conversation about the word. Appropriate discussion would
include pronunciation, definition, examples, or sentences using the word. We suggest students keep the label on
until an adult at home has asked about the word! Variation: Use lanyards with plastic name tags (like the ones
from conferences) and insert index cards with the targeted vocabulary words.
(Source: This idea originated from a professional development seminar, but was adapted for vocabulary review.)
Bulletin Board
Place the cover of the book that words were taken from and display vocabulary words around the cover. Every
time a student or teacher uses one of the words appropriately a tally mark is placed beside the word. Then use the
marks to determine “favorite words”.
(Source: Bringing Words to Life: Robust Vacabulary Instruction)
Categories
Have students start with a rhyme: Pat, Pat, Clap, Clap. Chant with the rhyme: “Let’s play.. categories…names of …”
The first student names a category such as “animal”. Each student names an “animal” or other category on the
claps. If they do not name one in the allotted time, the student is asked to sit out. The last one standing wins.
(Source: Simply Achieve, Lisa Myers)
Context Game
The teacher describes a word. The students must describe the word in context by explaining how, why, or in what
situation someone would use the word. For example the teacher would explain frustrated. Then ask the students
to describe a situation when someone was frustrated.
(Source: PALS website)
Discover Word Meanings
During whole group, the teacher writes the vocabulary words on the board (between 5-10 words). The only initial
instruction is reading the words correctly and giving the page number where the words can be found in context.
Next, give a group of 3 students a sentence strip, one of the words, and the book where the words were taken. The
students must find out what the word means by using context and what they already know about the word. The
teacher must support students during this process. After the meaning is agreed upon, the students use the word in
a sentence or give a definition in their own words and draw a picture demonstrating the word. After all groups are
done, each group teaches the word to the whole group. The sentence strips are then displayed in a pocket chart for
reference. Note: sometimes, after the book has been read, the definitions need to be changed slightly.
(Source: Crystal hanger, Reading Specialist, Waynesboro City Schools)
Ellen Game
The “Ellen Game” is inspired by TV personality, Ellen Degeneres. Ellen uses pictures of celebrities to play a game
with her popular guests on her weekday talk show. For this variation of the game, a pile of vocabulary words are
placed face down. A student draws one card from the pile (without looking) and places the card against his/her
forehead. Group members give meaning clues to the student, allowing him/her to guessthe displayed word. If the
student guesses the word correctly it is placed on the bottom of the pile and play continues to the next member of
the group. This can be timed, in which groups compete against one another. It can be untimed, in which students
just complete the pile.
(Created by Angela Eutsler, Reading Specialist, Waynesboro City Schools)
Eraserman
Similar to the traditional hangman except body parts are erased with each missed letter until no man is left
hanging. Modify the game by having students explain a word and erase for each word incorrectly explained. Modify
further by using it as a sight word game.
(Shared by Hilda Stevens)
Game Boards
Construct several game boards, add color, and laminate. Using a wet-erase marker, fill in the spaces on the board
with vocabulary words. When a player rolls the die, he/she must say, define, explain, or use each word in a sentence
in order to stay at that space. For example, if a student rolls a two, he/she must read both words to stay at that
spot. If he/she can’t do both, he/she returns to the previous spot. Choose the rule before beginning, based on your
learning objective. Clean your board when completed and it is ready for the next time.
You can also try playing by having the player roll the die and read the number of cards indicated by the number
showing. For example, if a 4 is rolled, the student must read 4 words correctly before he/she can move 4 spaces
on the game board. If the student is unable to read all 4 words correctly, he/she may move as many spaces as
corresponds to the number of words he/she did read correctly. The first player to reach finish wins.
(Source unknown)
Get To the Point
This requires students to define a word in four or less words by ‘getting to the point’ and picking the important
information in understanding a word’s meaning.
(Shared by Sheila Tapscott, Nyah Hamlett, and Bonita Sendra)
Graphic Organizers and Webs
Try different formats and templates of vocabulary organizers. Make copies of several types, make them colorful,
and laminate them. Using a wet erase marker, complete the organizers. These can be washed off and reused
without having to remake them.
(Examples in today’s materials: Word Jars, social Studies Opposites, and stapled samples of graphic organizers)
(Source unknown)
Have You Ever … ?
In this activity students are asked to use words in experiences that they have had. This helps students connect
the vocabulary word to their own life. For example, “Describe a time you were responsible …”
(Source: Bringing Words to Life: Robust Vocabulary Instruction)
Hot-Potato
Place students in groups. Ask students to form a circle. Hand a vocabulary card (pre-made index cards) face down
to one student. Students pass the card around the circle until the teacher says “stop” (music could be used to start
and stop the movement of the card). The person holding the card when the stop is called must read the word aloud
and use it in a meaning loaded sentence. The teacher can vary what the student holding the card must do with the
word (name a rhyming word, spell the word, give an example of where you might see the word etc.)
(Source: Simply Achieve, Lisa Myers)
I Spy
Display vocabulary cards or find objects for a targeted word. Give clues that allow students to identify the word.
Try clues that involve rhyming, sounds, syllables, word origins, and/or meanings.
(Source unknown)
Idea Completions
This is a useful variation to asking students to write sentences. “…provide students with sentence stems that
require them to integrate a word’s meaning into a context in order to explain a situation. For example: The audience
asked the virtuosos to play another piece of music because …” Other sentence stems include: “When might you …?
How might you…? Why might you…?”
(Source: Bringing Words to Life: Robust Vocabulary Instruction)
It’s All in the Character … Traits! (board game)
Students move around a board game, completing task, using character trait vocabulary. If a teacher plays this
game with the students, the teacher can give examples of characters that exhibit these traits from books the
children have read.
(Source: Crystal Hanger, Reading Specialist, Waynesboro City Schools)
Make Your Category
Give students or small groups of students words on cards. The students sort the words into categories that they
have created. Teachers should allow any response as long as the student can explain his or her thinking and it
makes sense. Remember that students will need this modeled before they are expected to understand the task.
(Source unknown)
Making Choices
The teacher gives examples of correct and incorrect ways to use the words. “If any of the things I say might be
examples of people clutching something say “clutching”. If not, don’t say anything.
− Holding on tightly to a purse
− Holding a fistful of money
− Softly petting cat’s fur
− Holding on to branches when climbing a tree
− Blowing bubbles and trying to catch them”
(Source: Bringing Words to Life: Robust Vocabulary Instruction page 57)
Morph Magic
Give students a base word, such as magic. Students create new words by adding prefixes and suffixes (example:
magic, magical, magician, magically). Give students one minute to come up with as many words as they can.
(Source: Simply Achieve, Lisa Myers)
Mother May I?
Have students line up horizontally. Give students a word. Students raise their hands, teacher picks one student to
ask, “Mother May I?” The student must correctly define the word (or read the word) before taking a step. This
can be reversed, by giving a definition and students must answer with the correct word.
(Shared by Hilda Stevens)
Multiple Ways to Use Words in Reading and Writing Situations
“Incorporate the words in the daily message.”
“Create a dictionary with word meanings and sample sentences” (student could add illustrations)
“Encourage children to use the words in their writing.”
(Source: Bringing Words to Life: Robust Vocabulary Instruction page 70)
Personal Word Wall Folders
Use this folder for sight words, word study words, or vocabulary words in which you desire students to review
constantly. Also use for words you want to have students accountable for knowing and/or spelling.
(Template made by Angela Eutsler, Reading Specialist, Waynesboro City Schools)
Pop-It
Students record vacabulary words onto small, circle stickers. (one word per sticker) The stickers are then placed
onto the back of a piece of bubbled packaging wrap. When students hear the word or a word is defined, they pop
the bubble containing that word. This can be used with sight words or for word meaning.
(Shared by Sheila Tapscott, Nyah Hamlett, and Bonita Sendra)
Rate this Trait
Teachers should have a list of Character Traits. Students are asked to give a thumbs up (positive trait), thumb to
the side (neutral trait), or thumbs down (negative trait) to rate if they would like to be described by using the
targeted word. As always, ask the students to explain their rationale. Variations: after reading a book, use the
Character Trait poster to describ the character(s) in the story.
(Source Crystal Hanger, Reading Specialist, Waynesboro City Schools)
Roll-Explain-Keep
Place a card face-up in each space on the game board. Leave remaining cards in a pile nest to the board. Players
take turns rolling the die and explaining the card in the corresponding space. If the player can explain the meaning
of the word on the card, he/she keeps the card and replaces it with another card from the pile. Group members
have to agree with the given explanation. Play continues until all cards have been explained/defined. The Player
with the most cards wins.
On the last round, when only 6 cards remain on the board (and the pile is empty) the rules change slightly. For
example, if a player rolls a four and gets to keep the card, and the next student rolls a four, that player loses his
turn because there are no words in the space. This puts a little pizzazz into the game because anyone can win at
the end; it’s all in the luck of the roll.
There is also a super game for sight word practice. (Roll, Say, Keep)
(Found at http:www.theschoolbell.com/Links/Dolch/Contents.html)
Say it, Keep it
(Or Define it, Keep it)
Show a word card to a student. If he/she can read it correctly (or defint it) he/she keeps that card. If he/she
cannot complete the task, the word goes to the next person. You determine in advance if the next player just gets
to keep the card, or he/she may have to complete the task using the same word to earn the card.
(Source unknown)
Sensational Words
Provide students with or have students select emotionally charged words such as anger or embarrassed. Connect
each word to each of the five senses. Put words in web. Use the webs and words to write descriptive paragraphs.
(Source: Simply Achieve, Lisa Myers)
Shazam (also called Bam)
Words or pictures are prepared on cards and put into a can. Players take turns drawing a card and defining the
word. If the group agrees with the definition, the student keeps the card. If the player picks a SHAZAM card (1
for every 10) he/she must dump ALL his/her cards back into the can. Therefore, players are forced to attend to
words even when it’s not their turn. First player with 5, 7, or 9 cards wins. Differentiate by using sight word cards.
(Shared by Hilda Stevens)
Spin the Word or Phrase
Students will role a die and either act, draw, or explain a vocabulary word. Directions are included on each board
game.
(Adapted from Dan Mulligan: game created by Jessica Skeens 5th grade teacher Wenonah Elementary; Waynesboro City Schools)
Story Chain
Begin a fairy tale by introducing the first sentence. “Once upon a time, a small girl decided to accompany her
father, the king, on a journey to a far away land.” Each student adds a sentence to the story using their vocabulary
word.
(Source: Simply Achieve, Lisa Myers)
Student Generated Digital Vocabulary Cards
Students write a word on one side of an index card and a student generated definition on the other side. Students
then create a nonlinguistic representation of that word by either taking a digital photogramh, inserting clip, cutting
out a magazine photo, or creating their own drawing. This graphic is stapled over the difinition side and allows the
student to flip the picture up to view the definition. It is intended that students use the graphic to recall meaning.
The definition can be viewed if the generated photo does not trigger the meaning of the word.
(Created by: Angela Eutsler, Reading Specialist, Waynesboro City Schools)
snoop
(Front of the card)
to spy on
secretively
(Back of the card)
(Back of the card
with paper stapled on
top of the definition.)
Suggestion Box
Students write words that they would like to discuss in class and put them in the suggestions box. During any extra
time, the teacher can discuss the words in the box.
(Source: Bringing Words to Life: Robust Vocabulary Instruction page 121)
Vocabulary Analysis
There are four stages of word knowledge:
“Stage 1: Never saw it before.”
“Stage 2” Hear it, but doesn’t know what it means.”
“Stage 3: Recognizes it in context as having something to do with ____.”
“Stage 4: Know it well.”
Teach students to think about how well theyknow a word by filliing out a chart before they begin reading a text.
(Source: Bringing Words to Life: Robust Vocabulary Instruction page 121)
Vocabulary (Word) Dominoes
Students play against each other to match vocabulary words with definitions in a domino format. To play
Vocabulary Dominoes, distribute the dominoes to each player, place all of the dominoes face up on the table.
Student one places the START domino on the table to begin the game and reads the word on the other end of the
domino. Student one then looks for the domino that has the matching definition and connects it to the first
domino. Student two reads the word on the other side of the domino and searches for the definition, connecting
the matching domino to the other dominoes already played. Play continues until all dominoes are connected.
Rhyming word dominoes- http://www.esl4kids.net/printable/Rhyming_Word_Dominoes--Word_to_Word_Version.pdf
Examples and templates- http://www.myteacherpages.com/webpages/JGriffin/dominoes.cfm
http://stageforlearning.com/teacherdownloadsTreasuresVocabDominoes.asp
Florida Center for Reading Research- http://www.fcrr.org/Curriculum/PDF/G4-5/45VPartOne.pdf
Vocabulary Taboo
This game is played similar to the family game called Taboo. In this game, the vocabulary word is identified and
group members (or partner) give clues to identify the word, but cannot use the list of words listed below the word
key. Example: The key word is Marine. Students give clues but cannot use the words water, aquarium, sea, ocean, or
sub.
(Source unknown)
Wonderful Words Bulletin Board
Students and teacher bring “wonderful words” to the attention of each other. If these words are declared truly
wonderful they are added to the bulletin board. This extra exposure demonstrates the importance of words in your
classroom.
(Source unknown)
Word Associations
The teacher explains the targeted words (about 5) in student friendly terms. Next, the teacher asks students
which words match the presented word or phrases. When the student gives a vocabulary word the teacher must
probe the student farther by asking “why”. The teacher should not give synonyms but should help students develop
relationships among the associations and the words. For example, the teacher will have a list of 5 words she just
explained. She will ask, which word goes with kindergartner? A student will answer novice and explain why. This
continues until all the words are used.
(Source: Bringing Words to Life: Robust Vocabulary Instruction page 44)
Word Magnets
This interactive website allows you to create individual words on “magnets” that can be moved around different
backgrounds for sorting purposes. Go to:http://www.triptico.co.uk/flashFiles/wordMagnets/Word%20Magnets.swf
Wait for the word next and a right facing arrow to appear near the bottom right corner. Click on the word next.
Type in words (separated by spaces) or sentences. Then select a background (there are all sorts, Venn diagrams,
sorting charts, word ladders, etc.). Click next and the words will be made into magnets that can be manipulated on
the selected background.
Word Play
Before reading, give groups of students 3-5 words from the story. The student should write or act out a script
using the words.
(Source: PALS website)
Word Walls
A spin to the traditional word wall, a word wall is kept near the reading group meeting place, and is used to
differentiate words for each group and reading ability. Refer to the chart during instruction for either sight
words, vocabulary words, or words within a theme.
(Source unknown)
Word Wizard
Students gain points from their teacher when they hear, see, or use vocabulary words outside of the classroom.
This is a wonderful way to extend learning beyond the classroom.
(Source: Bringing Words to Life: Robust Vocabulary Instruction page 77)
Wordles
Wordles are beautiful word clouds that may be teacher or student generated at www.wordles.net and may be
created and used in a variety of ways. Wordles may include all of the content vocabulary from a particular unit of
study, or synonyms and/or antonyms of a vocabulary word, or the vocabulary from a story. Activities include giving
a definition and having students identify the word within the Wordle that is being defined, typing a list of
synonyms and antonyms into a Wordle and have students guess the word, or even having students make compound
words with words from a Wordle.
Forty-Three Interesting Ways to use Wordle in the Classroom- http://docs.google.com/present/view?id=dhn2vcv5_157dpbsg9c5
Build Literacy Skills with Wordle- http://peterpappas.blogs.com/copy_paste/2009/01/build-literacy-skills-with-wordle.html
Words on My Back
Place a vocabulary word on each student’s back. Group members give clues in the form of definitions, synonyms,
antonyms, examples, non-examples, etc. throughout the session or day. At the conclusion of the session, the
student guesses the word on his/her back explaining which clue was mosthelpful.
(Source unknown)
Wordsplash
Select 5-7 vocabulary words from a selection of text to be read by students. Display these on a Smartboard in
different styles/fonts/sizes. Include the page number where each word is found. Have the students make a
prediction about the vocabulary words. After reading the text, compare the student’s new understanding of the
word from context with his/her previously made predictions.
(Source: What Good Readers Do: Seven Steps to Better Reading by Graham Foster (2005))
Zip Around
Also known as “I Have, Who Has”. This game consists of a set of cards with a beginning word and an ending word
that wraps, or zips back around, to the beginning word. Student A reads the clue on his/her card. Student B
identifies his card as the word that matches the clue and then reads his/her clue at which time Student C
continues. This is excellent for sight word practice. Adapt by adding definitions that identify the card.
(Source: Bringing Words to Life: Robust Vocabulary Instruction)
Vocabulary strategies with high payoff for students
Key Strategies Across Content Areas
Verbal Rehearsal
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Craik and Lockhart (1972)
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Visual Clueing
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Kuzmich (2003)
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Examples and
Nonexamples
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Frayer, Frederick, and Klausmeier (1969)
Analogies
Marzano (2003)
Pictures and Demonstrations
Harvey and Goudvis (2000)
Kuzmich (2003)
Combining Clues to
Utilize the Definition
Ellis (1995)
Verbal and Physical Memories
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•
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Sousa (2003)
Kuzmich (2003)
Key Word Method
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Burke (2002)
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Creating Patterns and
Graphic Organization
Johnson and Pearson (1984)
Semantic Feature Analysis
Johnson and Pearson (1984)
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Check for vocabulary use in discussions, give out word cards, or
post words to remind students to use them
Require specific vocabulary use in oral presentations
Use Think-Pair-Share
Connect with prior learning—of what does the word remind you, or
what other words are associated with the target word?
Post key vocabulary words, expect that they will be used in writing
during the unit
Write key vocabulary words at the top of papers when requiring
short, constructed response items
Can be used with Verbal Rehearsal and other strategies
Use the Frayer method or other graphic organizers and have
students come up with: examples, nonexamples, a nonlinguistic
representation, or a use for the word
Connect to prior knowledge
Use opposites
Compare and contrast
Use as prompt questions for discussion
Use verbal, visual, or written analogy-based prompts
Use posters
Use pictures on homework
Demonstrate an idea
Have students role-play an idea
Color highlight or underline key vocabulary
Give clues leading to a definition
Develop characteristics or patterns
Develop relationships to prior knowledge
Have students guess word or concept given its use
Use question starters that are relational:
What does it feel like if . . .
What does it look like if . . .
Verbalize as you perform an action or demonstration
Attach a physical movement with the word
Type a written response that uses key words
Not all words are equal, so teach the underlying concepts through
use in writing, headings to a table or graph, and bold print
Teach technical vocabulary using feature analysis, and relate back
to underlying main idea
Always establish parts-to-whole relationships
Use Semantic Mapping, Cause and Effect Mapping, and other
methods requiring the use of a graphic organizer
Use multiple column note taking
Use hierarchical or linear arrays to show relationships
Turn Venn Diagrams into feature analyzers
Use charts with words or attributes
Show characteristics of the word or group of words
Show relationships among words
Source: Gregory, G. and Kuzmich, L. (2005). Differentiated literacy strategies for student growth and achievement in grades K-6. Corwin Press.