Vocabulary Click to continue for each slide…
Skills • Context Clues • Advanced Decoding • Connotations • Affixes
Strategies • Each strategy is fully explained with examples. • Each strategy should be modeled before having students complete on their own. • It is recommended that after a strategy is modeled, students practice with a partner before independently applying it. • You need to pick a NEW strategy EACH day for students to practice a set of vocabulary! Do not use the same strategy twice with same group of terms!!! • You can always explicitly teach vocabulary by placing words and definitions on the board. As students copy down definitions, explain the part of speech so students know if it is an action or descriptive word, etc. • Do NOT just give students a list of vocabulary words to look up in the dictionary.
Power Words • Located in the curriculum as well as Larry Bell’s website. • These are academic vocabulary words that will enable students to understand words that they will encounter on assessments. • They need to be explicitly taught and can be practiced using a sort. This is also found in the curriculum. • Students can also create their own questions using the power words or charts to hang on the wall.
Vocabulary Squares • Anexample is located in curriculum. • Have students draw a square that is divided into four sections. In the first section, students are to write the vocabulary word. In the next section, students are to write a definition. In the third section, students are to write synonyms and antonyms. In the final section, students are to draw a picture or some type of visual that helps them remember the word.
Nifty Thrifty Fifty Words • Explicitly teach these 50 words during vocabulary instruction throughout the year. These words will unlock a multitude of vocabulary words for students. See Game Aquarium website for games, fluency practice, as well as word Wall Words.
6 Syllable Types • http://www.mylearningspringboard.com/clover-6-syllable-types • Explicitly teach students the 6 different syllable types in order to decode words and unlock meaning. • Closed • Consonant Le • Open • Vowel Pair • Magic E • Bossy R
Affix Web • Place a prefix or suffix in the center of a web. For a day or week, students will add words to the web as they find them in their reading to generate a word bank that contains the prefix or suffix. Chron
Multiple Meaning Web • Same as the Affix Web, but have a word with multiple meanings in the center of the web. Degrees
Semantic Map • Place words in the center of a map (in a circle). Ask students what they know about the word. Write down all of the words and add your own. Continue to question students until enough information is on the board. Fill in the blanks with explanations and have them copy the Semantic Map into their notes.
Concept or Definition Map • This helps when students need to come up with their own definition of a word. For each term, students must decide the category (What is it?), properties (What is it like?), and illustrations (What are some examples?) of each term. They will then turn this into a graphic organizer that can be shared with the class. Students should compare information.
Concept Circle • At the top of a piece of paper, write a topic or vocabulary word. Below, create a circle with 4 quarters. Each quarter of the circle will contain a phrase or concept that relates to the word.
Word Study Notebook • Students will keep a notebook of vocabulary words that have been studied throughout the year and will become responsible for adding to the notebook as they discover new words. Each page should include columns or sections to show: The pattern(s) they discovered, why the words are sorted that way, and what students learned from the word study. Examples can be found in the Words Their Way resource book.
Looping Game • “I have…” and “Who has…” format with new words. • Example provided in the curriculum.
Word Sorts • This can be done on the Smart Board or with paper copies. Type vocabulary words and definitions on a sheet of paper. Cut out the words and definitions. Then with a partner, have students “sort” the slips of paper matching the word to the definition. Next, have pairs of students compare answers with each other. Finally, come together as a class and let the students present their answers. • Students can sort words based upon prefix, suffix, root word, or etymology. This can be completed as a game, on the Smart Board, in small groups, or independently. They should be searching for patterns among the vocabulary.
Magic Squares • Detailed lesson and instructions found in the curriculum.
List Group Label • Apre-reading strategy to make connections to prior knowledge. Give students a one or two word concept and display on the board. Have students brainstorm words and phrases that are related to the given topic in small groups. Then have groups report out and record 25-40 words on the board. Next, have students group or sort the words into categories by parts of speech, by meaning, etc. in their small groups. Finally, each group will then label the categories and present their labels with why the words belong in the group.
Word Prediction • Show students a list of words. Have students predict the meanings of the words. Next, show students a picture with the word underneath it. Students will then change their predictions. Then give students the word used in a sentence; again, have students alter their predictions. Allow students to get with a partner and share their definitions. Come together as a class and have students share their definitions of the words. Clarify any definitions that are not correct. This may seem long and drawn out but the repetition helps students. • This is a great way to introduce terms and concepts.
2 Line Rhymes • Have students create a 2 line rhyme that uses the vocabulary words to help other students understand. For example: My brother do I hate. I wish I could annihilate! Have them underline the vocabulary words. Assign a different word to each pair or group and then have everyone share. • My brother do I hate. I wish I could annihilate!
Quick Write/ Exit Slip • Have students write a response to whatever is being studied at the moment, but their responses must include at least a set number of the vocabulary words. Have students share responses with a partner and then the class. This should be short! • They can also draw a picture of a vocabulary word. • These can be used as an exit slip.
Partner Activities • 1. Have students quiz each other. • Students can make quiz questions. • Students can design different types of quizzes such as crossword puzzles, etc. • 2. Find a partner with a synonymous term or antonym. This could also apply to definitions and is an active match game. • 3. Write a story with a group using 3+ vocabulary words. Stories can be shared with the class.
Drawing • Create a 1-3 frame comic strip using a determined number of words. You can have the comic strip or just one big picture with a caption that deals with the topic that is being discussed in class. • Vocabulary words can be used in either dialogue or as a caption.
“Is…Was…Refers to….” • Students are given a word or concept. • They will show their understanding of the word by applying it to one or more of the prompts above. • For example, students could describe the Victorian Era or a character by stating: • The Victorian Era is…. • The Victorian Era was… • The Victorian Era refers to…
Degrees of Words • Give students a set of words based on a concept to place in order such as positive to negative or hot to cold or difficult to easy. • Students will then line up in order of how the words make sense. • For example, you would start with students holding positive and negative and then have other students filter in the line based on their understanding of the two main anchor words. • Students will create a line that shows the “degree of words.” • These can be added to walls that teach. • Students can add words they encounter during reading to walls that teach.
Word Pyramid • Pick 10 words or concepts from a short reading passage. • Have them write a story with those 10 words even if it doesn’t make sense. • Then have them read the passage and use the same words in the same order to rewrite their story to make sense.
Online Resources • There are many crossword puzzles and online games, but these are only effective AFTER students have worked with the words a few times; then these games can be used to see how fast students can complete the puzzle. Turn this into a competition for bonus points and use as a review. • There are a million graphic organizers and word games that can be found online. • Janet Allen’s book Words, Words, Words. Teaching Vocabulary in Grades 4-12 is awesome!