Connected Vocabulary Cards

Objective: 

Students will develop their vocabulary skills by creating and organizing word chains that visually represent the logical connections between related words. This activity will also introduce them to the concept of branching, connections, and patterns, which is foundational in both language development and computational thinking.

Materials Needed:

• Vocabulary cards with simple words (e.g., cat, sun, tree)

• Large index cards or construction paper

• Markers

• Tape or sticky tack

Steps:

• Introduction:

  • Introduce a vocabulary word (e.g., "sun") to the class.

  • Discuss the meaning of the word and ask students to brainstorm related words (e.g., bright, hot, yellow).

• Creating the Word Chain:

  • Write the vocabulary word on a large card and display it at the front of the classroom.

  • Ask students to think of the next word that logically connects to the first word, explaining their reasoning (e.g., "yellow" connects to "sun").

  • Continue adding to the word chain by having students suggest new words that connect to the last word in the sequence.

  • Tape or tack each word card in a linear sequence, visually demonstrating the connection between the words.

• Discussion:

  • Reflect on the word chain, discussing how each word connects logically to the next. 

  • Relate this to how computer programs follow sequences of commands.

• Extension:

  • Have students rearrange the word cards to form different chains, introducing the concept of branching (i.e., how the sequence can change based on different choices).

Equity and Access: 

Provide visual aids or illustrations on the vocabulary cards to support students who may struggle with reading or language comprehension. Offer sentence starters or allow students to work in pairs to ensure everyone can participate in brainstorming and building the word chain.

Real-World Application: 

Connect the activity to real-life situations by explaining how we often use word associations in conversations or tasks, such as describing a sunny day or explaining a sequence of events. Help students understand how organizing words in a logical order, just like following steps in daily routines or computer programs, makes communication clearer and more effective.

CS Practices:

• Developing and Using Abstractions: Students abstract relationships between vocabulary words by creating a sequence that illustrates how one concept leads to another.

• Recognizing and Defining Computational Problems: Students identify logical connections between words, akin to identifying a problem that needs a sequence of steps to solve.

Content Standards:

• CA CCSS ELA-LITERACY.L.K.5, L.K.6

Objective:

Students will enhance their understanding of vocabulary by using ScratchJr to create digital sequences that visually represent the meaning of specific words. Through this process, they will learn the engage with sequencing, problem-solving, and abstraction, which are key concepts in computer science.

Materials Needed

• Tablets with ScratchJr installed (one per small group)

• Vocabulary list with simple words (e.g., cat, sun, tree)

Steps:

• Introduction:

  • Begin by introducing the concept of sequencing in both language and computer science. 

  • Explain how sequencing is important in both understanding the meaning of words and in programming.

  • Choose a vocabulary word from the list (e.g., "cat") and discuss its meaning with the class.

• Group Activity:

  • Divide students into small groups and assign each group a different vocabulary word.

  • Explain that each group will create a digital sequence in ScratchJr that visually represents their assigned word.

  • For example, for the word "cat," the sequence might show a cat appearing, moving, and making a sound.

• Creating and Coding:

  • Demonstrate how to use ScratchJr’s blocks to create a simple sequence of actions. 

  • For instance, show how to make a character appear on screen, move across the screen, or make a sound.

  • Guide students as they begin to create their own sequences, encouraging them to think about the steps needed to represent their word clearly. They should consider the order of actions, what the character does, and how it behaves.

  • Encourage creativity by allowing students to add details like background scenes, additional characters, or loops to represent repeated actions (e.g., a cat repeatedly jumping).

• Testing and Refining:

  • Once groups have completed their sequences, have them test their projects by running the sequence in ScratchJr.

  • Ask them to observe whether their sequence accurately represents the word and whether the actions make sense in the given order.

  • Provide time for groups to refine their sequences, making adjustments to improve clarity or add more detail.

• Presentation and Discussion:

  • Each group will present their digital sequence to the class, explaining how the sequence of actions represents the meaning of their word.

  • Lead a class discussion on how sequencing helps in both storytelling and coding, and how the digital representation can make abstract concepts like word meanings more concrete.

Equity and Access: 

Provide differentiated support by allowing students who may struggle with using ScratchJr to work with partners or in small groups. Offer step-by-step instructions and visual aids to help students understand the coding process. Encourage students to participate by contributing ideas, even if they are not comfortable with the technical aspects of coding.

Real-World Application: 

Connect the activity to everyday problem-solving by explaining how coding sequences in ScratchJr are similar to how people use sequences in real life, such as following steps in a recipe or assembling a toy. This helps students understand how sequencing skills learned through coding apply to various tasks they encounter daily.

CS Practices:

• Creating Computational Artifacts: Students create digital sequences that visually represent vocabulary words, applying basic coding concepts to bring the words to life.

• Testing and Refining Computational Artifacts: Students test and refine their ScratchJr sequences to ensure that they effectively communicate the meaning of their assigned word.

Content Standards:

• CA CCSS ELA-LITERACY.L.K.5, L.K.6

• CA CS K-2.AP.12