Vocabulary

How

create a notebook for all of the vocabulary words that they encounter in every subject

use to write important vocabulary for your theme

In pairs students write a sentence after reading and creating word for alphabox - using at least two of the words from the alphabox.

Students picks four words that they think the passage is about or in their thinking

vocabulary Word

medium word

antonym

or synonyms

critical - serious - optional -

critical - severe - scolding

to know a word is to know its attributes

partners can identify concepts based on attributes

partner

modify

file attached at bottom

Exit or admit slip

put in the notebook with the word

use paint chip

use pictures

exit ticket or admit slip

http://www.learningunlimitedllc.com/2012/12/concept-circles-vocabulary/

write the sentence

add a third person to be the makes sense

less is more - not as many words as you can

index cards

Have student choose their own word from the alphaboxes

sequencing

assessment

Life cycles

extend time

on paper or on the whiteboard

list or index cards

Concept Circles

Give them the middle word surrounded by key concepts

I give you four words and you tell the one that is the outlier

assistance - benefit- obstruction- advantage

• • students form pairs

  • teacher called out a word

  • bragging dude has to create a sentence using the word that shows the definition

  • counting dude has to count how many words were in the created sentence

  • switch roles

  • children wear words on cards around their necks

  • words include vocabulary word with antonyms and synonyms

  • teacher calls out “Scramble

  • children find the words that belong with their word and link up

  • teacher has children explain their thinking

  • teacher has children drop their words in a pile so students can choose new words and do again

  • students wear words

  • teacher calls up first word

  • students have to decide if their word relates to the first word

  • students link to the chain when they can share how their word relates to a word already in the circle

  • the last person must connect their word to both of the open words.

  • divide students into teams of 3-5

  • one student is the artist and receives the list of words

  • set a time limit and see how many words they can illustrate and team members can identify in one minute

  • Slips of paper

I have definition

who has the next vocabulary word

Put in vocabulary words

group students and they have to decide which one has more weight or more important

• • construct puzzles using graph paper and write the terms across and down then drawing boxes around each of the letters

  • Number the boxes at the beginning of each word in numerical order

  • list the definition alongside the grid

  • Adaption: reverse crossword puzzles

Like taboo

See handouts

Choose words from the alphabox to fill out bingo card

Teacher calls out definitions and play like regular bingo

Lansdown Word Cards

Lansdown Word Cards (Lansdown,1991) are named after their creator, Sharon Lansdown. The design and use of the cards are a result of her efforts to actively involve her students in the teaching and learning of meaning vocabulary.

Lansdown word cards have unique features that greatly increase their effectiveness which include:

• • limiting the number of words per child

  • incorporating context sentences from the text

  • matching the dictionary definitions directly to the context sentences

  • illustrating the meanings of the words

  • using peer teaching to instruct/learn word meanings

Use of Lansdown Word Cards results in increased retention of word meanings. You can select words from literature or content area studies. The success of this strategy is the direct result of the comprehensive content of the cards and the motivating nature of peer teaching (talking!!).

See Handouts

Find someone who can give you the definition of the word in the box - if they do they can sign the box

Way to self check

up and down all add to equal 12

Vocabulary comes alive when using Magic Squares. The Magic Squares strategy can be applied

at every grade level K-12. The strategy makes matching more interesting and interactive for

students. Magic Squares began in China several thousands of years ago. Squares are assigned

numbers which, when added across, down, or diagonally always equal the same sum.

Steps:

1. Direct students to match a lettered column of words to a numbered column of definitions.

2. Make sure letters on each square of the grid match the lettered words.

3. Explain that students find the magic number by matching the correct word and definition

and entering the number in the appropriate square on the grid.

4. Use any number of squares for the puzzle.

See Handouts

http://teachandcare.blogspot.com/2011/09/3x3-magic-square-vocabulary-strategy.html

There are two types of sorts:

• • Closed word sorts are when the teacher defines the process for categorizing the words. This requires students to think critically as they look for specific concepts, word structures and definitions.

  • In an open word sort, students determine for themselves how to categorize the words. This forces them to become more involved in manipulating the list. While closed sorts reinforce and extend students’ ability to classify words and concepts, open sorts can prompt divergent and inductive reasoning.

A basic outline of the strategy:

• 1. Select 15-20 words that are important to the understanding of the lesson. At this time, the teacher should determine if it will be an open or closed sort.

  2. Copy words onto index cards or print them on slips of paper. Provide enough words for each group of 3-5 students. (An alternative would be to first model for a whole group using a whiteboard or overhead transparency.)

  3. Pass out words to groups. Based on if this is a pre-reading strategy or after-reading strategy, the teacher should decide how much support to provide.

  4. If the activity is a closed sort, remind students they will need to use the categories provided to them. If it is an open sort, suggest to students that they categorize the words into groups that make sense to them. Remind them that they will need to be able to explain their rationale for the groups they created.

  5. Give students approximately 10 minutes to create their sorts. Next, give students a short amount of time to rotate to other groups to examine other sorts from their classmates’ groups.

  6. As students read the text or discuss it in more detail, allow them to reclassify their words.

  7. Have students to reflect on their sorts and how it increased their understanding before and/or after the reading of the text. Did they make changes? Why or why not?

  8. Upon completion of a word sort, students can also write a summary or reflection on why they chose words for a particular category.

use pictures

Ss can only sign two people on the same word