1

Individual Partners Small Group (3-4) Whole Group

Grouping Activity Description

Before Students Know What the Words MeanRate the Word Students rate their knowledge of each vocabulary word using the following scale:

1- I am completely unfamiliar with this word.2- I’ve seen or heard this word before but don’t know what it means.3- I think I know what this word means.4- I know this word and can give an example of what it means.Teacher can survey the class by having each student record the rating on an index card, chart, white board, or vocabulary journal.

Fist to 4 Similar to rate the word, students can hold up fingers 1-4 using the same rating scale.

Making Meaning Identify 4-5 vocabulary words from the text that students will need to understand. To activate prior knowledge, students will brainstorm what they already know about the vocabulary term. During the reading, use the think aloud strategy to model how context clues provide context and give meaning to the vocabulary words.

http://learningtasks.weebly.com/vocabulary-strategies.html

Jigsaw Students are organized into “jigsaw” groups. The students are then reorganized into “expert” groups containing one member from each jigsaw group. The members of the expert group work together to learn the vocabulary word, then return to their “jigsaw” groups to share their learning.

2

All activities listed below can be used with the Vocabulary in Context Cards.

Gallery Walk Students create the product on a poster. Products are posted around the room. Students are placed in small groups, directed toward one product, view it much like they would in an art gallery. Students then rotate to the next product until they have had a chance to view them all. Teacher then debriefs with the whole group.

Word Expert Fold the paper to make enough rows for each word (use front and back if necessary) with 4 columns. Columns will be used for the word, definition, sentence or example, and an icon. Put students in groups with the vocabulary cards to become “experts”.

Give 1 Get 1 Use with the “Word Expert” strategy. Teacher directs students to take 5 steps to find another student that is an expert with another word. They take turns sharing the word they are an expert with and then writing down information from their partner about a new word.

Inside/Outside Circle (Pinwheel)

Form two concentric circles containing the same number of students. Those in the center circle face a partner in the outer circle. Ask students from the inside circle to share a vocabulary word and definition or use it in a sentence until a set amount of time passes. Then have students reverse roles and those on the outside circle share with their partner. After set amount of time again have the inner circle rotate to work with a new partner.

While Students are Learning What the Words MeanVocabulary Frames This graphic organizer helps students to learn new vocabulary by not only defining the term

in their own words, but contextualizing it through authentic examples and visual representation. http://learningtasks.weebly.com/vocabulary-strategies.html

4 Square Vocabulary Write the word in the center box and then fill in the surrounding boxes which include- defining the term using your own words, providing a synonym, a sentence containing the word, and an illustration for the word.

3

Use the Graphic Organizer from Journeys “Grab and Go”

Vocabulary Notebook Students can log and write information about their weekly vocabulary words in individual notebooks. This can change on a weekly basis or be a consistent activity each week.

http://cicobb.typepad.com/files/vocabulary-notebook.pdf

Vocabulary Bookmarks Students get a new bookmark with each lesson. They add words and definitions. Each time they look at the bookmark they are reminded of new words and their meaning.

http://www.theeducationcenter.com/editorial_content/vocabulary-bookmark

Vocabulary Foldable Students fold the page in half hot-dog style and then cut 5 "flaps" by snipping the 4 dotted lines. They should orient the folded page vertically and write each vocabulary word in the top half of one flap. They open the flap and write the definition of the word under it. Finally, on the front of the flap below the word, they draw a picture or symbol that will help them remember the word. This format allows them to study their words by opening and closing the flaps.

http://www.lauracandler.com/filecabinet/literacy/PDFRead/VocabFoldDir.pdf http://www.lauracandler.com/filecabinet/literacy/PDFRead/VocabFoldLabel.pdf

Concept of a Word Map A graphic organizer that has students draw an illustration representing their text to help them think about it in terms of definitions, related concepts, and examples/nonexamples. Helps students to learn new vocabulary and concepts in a more holistic way. May be used for a single concept or for an entire passage.

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf

4

Cartoon Vocabulary An excellent way to help students visualize new words. Includes using the following elements: vocabulary term, phonetic spelling, brief description, linking word, cartoon, and a sentence that uses the vocabulary term. Jigsaw this activity at the beginning of a unit so that each student group is responsible for one word. Refer to the cartoons throughout the unit as terms come up in the lessons. Have groups present their work.

http://learningtasks.weebly.com/vocabulary-strategies.html

Intensity Tower Students place target vocabulary word in the center of their paper. Next they think of 3 shades of meaning that are placed under the target word. Then they determine an antonym for the target word and write it above the target word. Next, they think of 3 shades of meaning for the antonym placing each word above the previous word to create a “tower.”

Word Sorts(including Tree Map)

Students can use the vocabulary words to sort into various categories (e.g., parts of speech, number of letters) Students can re-sort words into “guess my sort” using categories of their own choosing.

5

Analogies(including Bridge Map)

Create analogies by identifying similarities between relationships of two words. If using a bridge map, students can use antonyms, synonyms, symbolism, or metaphor as the relating factor. ___ is a synonym of___:as:___is a synonym of___.

Graffiti Representation and Presentation

GraffitiContinued

Have students create word “posters.” Provide recognition for good work by transforming the students work into the class graffiti wall.

1. Vocabulary word is draw using bubble letters2. Description of term using own words3. At least 3 images representing the term4. All white space must be colored in

http://learningtasks.weebly.com/vocabulary-strategies.html

6

Shades of Meaning Students use a vocabulary word and brainstorm synonyms. Then they place them on a ranking for greatest to least. This helps students to see the differences between words and determine how to use them correctly in a variety of settings. Paint chips make a fun visual to help students see the differences.

Vocabulary Anchors When introducing a new vocabulary word help to build students understanding by sharing a similar known word. For instance, introduce the word ‘colony’ and identify the word ‘state’ as a similar term. Activate prior knowledge by comparing the new word with the known word.

http://learningtasks.weebly.com/vocabulary-strategies.html

Vocabulary Scorecard Keep track of vocabulary words as they are found in other text, used in conversations and or in written work. Can be done on the board as a whole group or team activity or keep score of individual’s use of vocabulary words.

Points can be awarded for:

1 pt.-student saw or heard the word in speech, print or media

2 pts.-student used the word in speech (peer wrote the sentence)

3 pts.-student used the word in writing

7

Pass the Pen Put vocabulary words or cards on whiteboard or poster/butcher paper. Use a different colored pen for each word. Have all students stand at their desks. Pass out color pens to various students (1 of each color). Depending on the color pen a student receives, have them add information below the word (definition, picture, part of speech, synonym, antonym, use it in a sentence). After adding their information have them pass the pen to another student who is standing and then sit down. Continue until all students are sitting.

Vocabulary Avenue A template for students to identify parts of speech and create their own visuals, synonyms, and sentence for an assigned vocabulary word.

http://www.pepnonprofit.org/english-language-arts.html (Scroll down to the Vocabulary Avenue PDF and download. Various “levels” are available for differentiation.)

Word Wall Give vocabulary its own wall space. Post vocabulary word cards on the wall. Build through the Unit. Retire words as students internalize them.

Word Up Distribute 1-2 vocabulary cards to each student. As the text selections is read each student holds up appropriate word card as the target word is read.

After Students Know What the Words MeanWordsplash

(Wordle)A wordsplash is a collection of key words or concepts chosen from a passage or chapter that is about to be read. This strategy gives students a chance to relate the new word or concepts to the main topic of the reading.

http://learningtasks.weebly.com/vocabulary-strategies.htmlhttp://www.wordle.net/create

8

Vocabulary Dice Each participant chooses 6 vocabulary words and writes them in random order (keeping them hidden) on a sheet of paper or whiteboard. One player rolls the dice and performs the corresponding activity. The other players try to guess the vocabulary word. Players earn points by completing the activity and/or guessing the word correctly.

1- Make a connection to another word2- Give your definition of the word3- Draw the word4- Act it out5- Give a synonym or antonym6- Use the word in a sentence

Concept Cube Students receive six-square pattern that can be folded up to form a three dimensional cube. Before folding, students write in each square using the following directions:

1. Write the assigned vocabulary word in one square.2. Write a synonym (word or phrase) in another square.3. Write an antonym (word or phrase)4. Write a category or categories it could belong to.5. Write characteristics of the concept of this word6. Give one example.

Cut, fold, and tape cube.Roll the cube and read what comes on top, student explains relationship to the vocabulary word.Students can exchange cubes when familiar with their word.

http://www.firstpalette.com/tool_box/printables/cube.html

Numbered Heads Put students in groups of 4. Have students number off, each taking a number 1-4. Teacher poses question about vocabulary words such as (my vocabulary words means…, this vocabulary word is a synonym for…,this vocabulary word is a “noun”….,). Students put their heads together to discuss a possible answer. Teacher calls a number 1-4 and that designated student answers the question.

9

Spinner This online tool can be modified to add words, numbers, or activities.

Add the vocabulary words and spin. Ask questions about the words and have students answer the question either individually or after discussing it with a partner or in a small group.

OR Add activities to the spinner, spin and have students complete the activities (use activities from this hand-out) pulling a “vocabulary in context card” to indicate the word they are to use.

Option: Make it a class game-Divide class into 2 teams and the first team to complete the activity with speed and accuracy gets a point for their team.

http://nlvm.usu.edu/en/nav/frames_asid_186_g_1_t_1.html?open=activities

Memory Game Students create visual representations of key vocabulary words. This can be done using index cards or other paper provided by the teacher. When the visual representations are completed for each vocabulary word, one student partners up with another student who has the EXACT SAME WORDS and they share their drawings and explanations.

To play: Each student takes turns flipping over two cards, one at a time. After each card is flipped over, the student says the vocabulary word aloud (reinforcing the connection between the word and the visual). If a student flips over two cards with the same word, then s/he wins that pair.

http://quizlet.com/ (Use this website for flashcards---other online activities/games are available for students to practice at home. A teacher online assessment is also available)

Cross the Line Have students stand in a straight line. Make a true or false statement about the vocabulary word (ashamed is a noun). Have students step forward if they believe this is true or step back if they believe that this is false.

10

Response Cards Use the similar statements about the vocabulary word as in Cross the Line and have students hold up response card. (use 2 color cards one for true and the other for false)

Whiteboards Teacher gives the definition of the word and students write the word on the board and show.

Other uses:

Rate the WordAdd affixesUse it in a sentenceWrite a synonym or antonymQuick draw

BINGO Hand out preprinted Bingo grids. Let students fill out the week’s vocabulary words in any pattern on their papers. Instead of saying the word, pantomime, show, draw or give a verbal description (synonym). Winner must use all the words in a sentence. The team could create the sentence(s) together.

http://www.freebingomaker.com/

Talk a Mile a Minute (Catch Phrase)

Divide the class into teams. One player from each team faces the screen or list and the other players have their backs to the screen. The player facing the screen will be the “talker” and is provided with a list of words on the screen. The talker tries to get their team to say each of the words by quickly describing them. The talker may not use gestures, rhyming words, or any variation of the word on the list. For the word square, the talker might say something like, “It has 4 equal sides, AND 4 equal angles. The talker keeps giving clues until their team identifies the first word in the category. The talker then moves to the next word in the category until all words have been guessed or the set time ends. Players change places and a new round begins with the other player now designated as the talker.

11

Find that Word Students are asked to record words they are studying when they encounter them in reading or speech. Students write, share, or post the sentence with the vocabulary word. Points can be awarded.

(See Vocabulary Scorecard for suggested points.)

Word on the Back/ Headbands

This classic party game is modified to practice vocabulary. Students have a card with a vocabulary word attached to their back. They must mingle and ask questions of their peers to determine their secret word.

Charades Students stand next to desks and use their bodies to act out the meaning of each vocabulary word called out by the teacher. Create a card for each vocabulary word. Organize students into teams. Then a designated student chooses a word to act out. The other team members must guess the word as quickly as possible.

Fly Swatter A small group or team sit side-by-side in front of the words and compete to be the first to splat each word as soon as you call it out. Set up the game by placing the vocabulary cards out on a table, well spaced out, and word side up. The teacher says the definition and the student must find the word among the cards on the table and then “splat” the word with their fly swatter.

12

Connect Two Two lists of words are posted. Students are asked to make connections between a word on the first list and a word on the second list. They would explain the reason for the connection that they made.

20 Questions (Anything Goes)

Teacher presents students with a list of words. Teacher asks the following questions:1. What part of speech is_______?2. What is the definition of______?3. Give another form of______.4. Spell (a derivative or inflected form)____.5. Use_____ in a sentence.6. Use_____and____in a sentence.7. What do___and___have in common?8. Find two words that have to do with____.9. Find a (the) root (or prefix, suffix) in___.

13

Pictionary The following is a set of steps that you could use to play Pictionary in your classroom.1. Create a list of words that have previously been introduced and taught in the

classroom. Put these words on index cards or other slips of paper.2. Divide the class into two teams. You can also have the whole class guess if you

don’t want it to be a competition.3. Make sure that you introduce the rules of Pictionary as all students might not be

familiar with how to play the game.4. Each student gets to draw a card, and then has 15 seconds to think about the word

before they draw it. No numbers, letters, or words can be used in the drawing.5. The student starts drawing the word and then team members make guesses. After a

certain amount of time, (2 minutes) the other team can start making guesses too.6. The team who guesses correctly earns one point for their team.7. Continue having the teams take turns as time allows.8. If no one can guess the word after 4 minutes the student who drew the picture can

explain what their word was and them their turn is over.

Vocabulary Wheel Students use the ‘Vocabulary Wheel’ spinner. Student A selects a vocabulary word and spins to determine the task he will accomplish with that word. Student B listens to determine if Student A accomplished the task. Repeat for Student B. Can be used for team play as well.

(See your TOA for a copy)

14