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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 • Craik and Lockhart (1972) • • • Visual Clueing • Kuzmich (2003) • Examples and Nonexamples • • 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 • • • • • • • • • • • • • • • Sousa (2003) Kuzmich (2003) Key Word Method • • • • Burke (2002) • Creating Patterns and Graphic Organization Johnson and Pearson (1984) Semantic Feature Analysis Johnson and Pearson (1984) • • • • • • • • 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.