Handout - Louisiana Tech University

Vocabulary
From http://proquestk12.com
EDCI 424
Table of Contents
VOCABULARY JOURNAL .............................................................................................. 1
VOCABULARY KNOWLEDGE RATING SCALE ............................................................ 3
CONTEXT CLUES .......................................................................................................... 5
CLOZE STRATEGY ........................................................................................................ 8
WORD TREES .............................................................................................................. 10
VOCABULARY JEOPARDY ......................................................................................... 12
WORDS IN CONTEXT .................................................................................................. 13
WORD MAPS ................................................................................................................ 14
VOCABULARY WORD CUBES .................................................................................... 15
SEMANTIC MAPS......................................................................................................... 21
CONCEPT CIRCLES .................................................................................................... 30
LINEAR ARRAYS.......................................................................................................... 33
VOCABULARY DOODLES ........................................................................................... 37
ALPHABET BOOK ........................................................................................................ 39
VOCABULARY PARADE .............................................................................................. 41
FRAYER MODEL .......................................................................................................... 43
CATEGORIES ............................................................................................................... 45
POSSIBLE SENTENCES .............................................................................................. 48
PREDICT-O-GRAM....................................................................................................... 50
RIVET............................................................................................................................ 53
VOCABULARY MAGIC SQUARES............................................................................... 55
COMMERCIAL WORD GAMES .................................................................................... 57
VOCABULARY JOURNAL
The Vocabulary Journal is where students record words, their meanings, and how
they are used (Beck, McKeown, Kucan, 2002). It can be a two-stage process where
children record interesting words on a chart as they are reading a text. They then go
back later and research selected words in their Vocabulary Journal. The difference
between this activity and the Vocabulary Knowledge Rating Scale is that the words are
given to students by the teacher in the KRS activity whereas students select the words
they are interested in for the Vocabulary Journal.
Interesting Words Chart
Identify Word
What do I think the Where have I seen
word means?
the word before?
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Why is this word
interesting?
Vocabulary Journal Example
Once students have written down interesting words, then they can meet in a small
group to discuss their words. Each student then selects one or more words they want to
research further in their Vocabulary Journal. The vocabulary journal can be a notebook
where children record what they have learned about their word. Some possible
categories that can be included about the word are shown below:
My word is…
Illustration
Pronunciation
Part of Speech
Definition
Where I found the word… (ID
book and page number.
How was the word used in the
book?
My own example of how to
use the word…
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VOCABULARY KNOWLEDGE RATING SCALE
The Vocabulary Knowledge Rating Scale can be used to help students actively look
and be aware of new vocabulary words. This type of scale connects into the “stages of
word learning” (Dale, 1965; Paribakht and Wesche, 1997).
1. Vocabulary words are listed in Column. This can be done ahead of time by the
teacher, or students can fill in the words as told by the teacher.
2. Before reading the text, students indicate in Column 2 (?) whether they are
familiar with the word. If not, then a check is placed in that column. If they are
familiar with the word, then a check is placed in Column 2 ().
3. As students are reading, they note the page number of each vocabulary word.
This will be used later to refer back to the word.
4. After students have read the text, then they can work with a partner or small
group of three or four students to define the word, and write how the word was
used in the text. For example:
Before Reading
Vocabulary
? 
Word
?
1. Jack-of-alltrades
During Reading
Pg # in Bk
pg. 1
After Reading
Write the Definition, AND
Write how the word was used in the book.
Definition: Noun--person
who can do passable work at various tasks : a
handy versatile person
Example in Text
He called himself a Jack-of-all-trades (Jack was his real name), but sometimes
there wasn’t any trade in whatever town we were living in, so off he would go in
search of a job somewhere else.
From Sharon Creech’s Bloomability.
5. The last step is to meet as a large group to share findings about each vocabulary
word. You want to make sure that there are no misconceptions about the words.
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Vocabulary Knowledge Rating Scale
Name:
Date:
Before Reading
Vocabulary
Word
1.
?

During
Reading
Pg # in Bk
After Reading
Write the Definition, AND
Write how the word was used in the book.
Definition
Example in Text
2.
Definition
Example in Text
3.
Definition
Example in Text
4.
Definition
Example in Text
5.
Definition
Example in Text
? I do not know the word.
 I have seen this word.
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CONTEXT CLUES
Before
Reading
Context Clues

During
Reading

After
Reading

We can show children how to use context clues to identify word meanings by helping them learn
to recognize specific categories of clues they might encounter in texts. One important point to
remember is that using context clues is best when combined with definitional information instead
of using contextual analysis in isolation (Baumann and Kamenui, 1991). Examples of context
clues can include these categories (discussed further on next page):

Background experience

Definitions

Examples

Comparison/Contrast

Function
Through use of modeling, we can help our students recognize these different categories and
learn how to make the most of context clues to access word meanings. When reading aloud a
story, discuss a difficult word with your students. Ask them what they can do to find out what the
word means. Model for them how to figure out the meaning by using the surrounding context for
clues. If there is not enough information provided in the text, then talk with students about what
other ways can be used to find out what it means, such as the dictionary.
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Two strategies that can be used are the Cloze strategy and Words in Context. Each is
discussed and illustrated on the next couple of pages.
Five Categories of Context Clues
Category
Description
Example Sentence
Ankylosaurus was the size of an
Background
Students draw upon their own
Experience
experiences to figure out the meaning of army tank—and built like one! Its
a word. Will Osborne and Mary Pope
body and head were covered with
Osborne’s Magic Tree House Research
armor. The armor was made of
Guide #1—Dinosaurs discusses
bone. It protected Ankylosaurus
different types of dinosaurs. In the
from flesh-eating dinosaurs like T.
example passage, children can draw
Rex. (p. 70).
upon their knowledge of an army tank to
infer that the Ankylosaurus was large
and covered with armor.
Definitions
Examples
A definition of the word is included in
One of the most difficult things to
the text. In the excerpt from Lemon
think about in life is one’s regrets.
Snicket’s A Series of Unfortunate
Something will happen to you, and
Events—Book 2: The Reptile Room, the
you will do the wrong thing, and for
word regret is introduced followed by an
years afterward you will wish you
example of what it means to regret
had done something different.
something that was done.
(p.43)
Specific examples of what the word
My grampa Miller really did buy me
means are included in the surrounding
mittens for no reason! And they
context. In Barbara Park’s Junie B.
are gorgeous, I tell you! When I
Jones is not a Crook, Junie talks about
first opened them, I got filled with
how she was filled with glee after her
glee. Glee is when you run. And
grampa Miller gave her a new pair of
jump. And skip. And laugh. And
mittens.
clap. And dance on top of the
dining room table.(pp. 2-3)
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Comparison/
The word is compared or contrasted
Although it was cold in the attic,
Contrast
with one or more words that help to
she could feel the radiant warmth
determine the meaning of the unknown
of the day; her skin drank the
word. In Madeline L’Engle’s A Swiftly
loveliness of the sun. (p. 59)
Tilting Planet, the word radiant is used
to describe how Meg is experiencing
what Charles Wallace is experiencing.
In this case, it is the feel of the sun on
Meg’s skin.
Function
Readers can also get clues from how
Using only copper chisels and
the word is used, such as a noun, verb,
wooden hammers, the workers
adjective, or adverb. Seymour Simon’s
slowly carved the stone blocks.(p.
Pyramids and Mummies uses chisel as
28)
a noun to describe what Egyptian
workers did to blocks of stone when
they were building pyramids.
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Cloze Strategy
An effective way to model using context clues is to use the cloze strategy. The technical
definition of the cloze activity is to delete every nth word in a passage. Another way is to delete
major vocabulary words in the passage. You have to be cautious about removing too many words,
or there will not be enough text for students to construct meaning. Students read the passage, and
then they try to determine the missing word. Show students how to rely on the surrounding context
to help them identify the missing words.
Doing a Cloze Activity
1. Select a short passage from a book or a poem, then cover up a major vocabulary word you
wish to focus on for the story. In this example, a short excerpt about British colonization is
used.
2. Read the passage to the students, then ask them what clues they can get from the
reading.
3. Option 1 is to make a list of possible words the students think would fit, then they narrow
down the choices to determine the missing word. Once they have made their decision,
then see how closely it matches the actual word. Option 2 is to provide the word bank for
them to select the words from that will complete the blanks. Encourage students to ask
themselves, “Does this make sense?”
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Word Bank for Cloze Activity
New South Wales
food
Second
eleven
Phillip
Port Jackson
sail
Blue Mountains
Australia
settlement
British Colonialism
The First British settles arrived at ______________ on January 26th, 1788. There were
_______________ ships in the fleet.
Arthur ________ became the first governor of Australia or _____ __________ ________ as it was
known then.
The first years of the new _______________ were very hard with little food.
The arrival of the _________ Fleet 2 years later helped the small colonies __________ supply.
It wasn't until 1813 when Blaxland, Wentworth and Lawson found a way over the _______
______________ that large amounts of suitable farming land were found.
In 1803 Matthew Flinders became the first person to _____ right around Australia. He was also
the first person to suggest the name ____________ for our country.
From http://www.lakemunmor-p.schools.nsw.edu.au/cloze/stage%202/britcolony.htm
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Word Trees
Word Trees can help students recognize how words can grow from base words and root words.
To create this activity, write on individual cards the base word or root word, the meaning of the
base word or root word, then six or more words that contain that part. Repeat this process for two
other base words or root words. For example, possible cards could be created using these words:
spect
form
tract
means “to look”
means “shape”
means “draw or pull”
spectator
uniform
attractive
expectation
deformity
tractor
suspect
reform
contract
respect
conform
subtract
circumspect
transform
retract
Place the three sets of word trees mixed up together in one baggie. To play the game, students
take the pieces out of the baggie. Next, they create each tree by sorting the word root/base word,
meaning, and related words on to a common tree. An example of a tree made using spect is
shown below:
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Bear, D.R., Invernizi, M., Templeton, S., and Johnston, F. (2000). Words their way: Words for
phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Merrill.
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VOCABULARY JEOPARDY
Vocabulary Jeopardy uses Microsoft PowerPoint to display answers and questions similar to the
way the television Jeopardy operates. Templates are available via the listed web sites, so you
can easily create your own Jeopardy Games. There are also games created by classroom
teachers that are available for free on the web. Your students can help brainstorm categories for
the Jeopardy game, which can be supplemented by your own questions/answers from the text
and other unit materials (Bear, Invernizzi, Templeton, and Johnson, 2000).
Example of Vocabulary Jeopardy
NOTE: Templates for the Jeopardy game can be found at these web sites:
Jeopardy Templates and other Games
http://www.techteachers.com/jeopardytemplates.htm
Directions and Templates for Jeopardy Games http://teach.fcps.net/trt10/PowerPoint.htm
Jeopardy Games Created by Fifth Graders
http://www.centennial.k12.mn.us/gle/Jeopardy/Games.htm
Jeopardy games created by Hardin County teachers
http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm
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Words in Context
Words in Context (Allen, 1999), can be used to give students the opportunity to show what they
know about the word before reading using a combination of word parts and context. They do this
by taking the word apart by examining prefixes, root words, and suffixes. They also identify other
words that have the same parts (ex. un). They then write their own definition based on the
analysis of the word. After they have read the text, then the WIC chart can be revisited to see if
they would make any changes.
Allen, J. (1999). Words, words, words: Teaching vocabulary in Grades 4-12. Portland, MA:
Stenhouse.
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WORD MAPS
Word maps can be used to extend student’s knowledge about words by asking them to focus on
various aspects of the word, such as those shown in the diagram below (Allen, 1999). This type
of activity can be done independently, with a partner, or in a small group. The partners can talk
through decisions about what information to include on the
word map.
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VOCABULARY WORD CUBES
The Vocabulary Word Cube is an activity similar to Word Maps in that it helps students to
research the word. Students create the Word Cubes by identifying the following information on
each side of the cube:
Analyze the word—List the parts of speech, root word, prefix, or suffix.
Define the word—Write a brief definition.
Apply the word—Explain what you can you do with it.
Compare the word—Explain what is similar to or different from the word. List any
synonyms and antonyms associated with the word.
Argue the word—Make an opinion statement using this word and argue for or against it.
Associate the word—Relate the word to your life. Describe what the word makes you
think about.
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Template for Word Cubes
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Semantic Feature Analysis
The Semantic Feature Analysis (SFA) activity uses a chart or grid to compare words or ideas,
which also takes advantage of how the brain organizes information (Johnson and Pearson, 1984;
Pittelman, Heimlich, Berglund, and French, 1991). The focus of SFA is to help students identify
whether a relationship exists between words and other features that have been identified. Words
are listed in the left column while the criteria or features are listed across the top. Students have to
decide whether each word is associated with the criteria by showing a plus or minus sign.
In this first example, students use SFA to make decisions concerning what is meant by
each type of word part—prefix, base word, affix, suffix, and word root. To be able to do this
activity, students should be familiar with the terminology of each word:
1. Prefix—an affix placed at the beginning of a word or word root in order to form a new
word. Example—prepay.
2. Base Word—words that stand on their own after all prefixes and suffixes have been
removed. Example—govern in government, or agree in agreement.
3. Affix—a morphemic element added to the beginning or ending of a word or root in order
to add to the meaning of the word or to change its function. Example—prepayment.
4. Suffix—an affix added to the end of a word or a root in order to form a new word.
Example—helpless.
5. Word Root—the part of the word that remains after the prefixes and suffixes have been
removed, but is not a word that can stand by itself. Example—vis in visible, spec in
spectator.
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Students mark an “X” on the card to indicate whether the row headings apply to each word
listed in the left column. For example, a prefix cannot stand alone, so an “X” would be
placed in that column.
Cannot Stand
Alone
Prefix
Comes Before
Usually
a Base Word
Comes from
or Root Word Greek or Latin
Can Stand
Alone
Comes After
Base Word or
Word Root
X
Base Word
Affix
Suffix
Word Root
Another variation, combining root words and affixes allows students to explore how to combine
parts of words to create real words. For example, in the chart below students would mark an “X”
to indicate where two parts could be joined together to make a word. If students are not sure,
then they can always check the dictionary. The last row is used for students to record words that
were made.
duce/duc/duct
in/im
port
spect
X
trans
ex
pre
import
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dict
tract
A variation to this activity is to develop a chart with headings prefix, roots, and suffixes.
prefix
root
suffix
Write each prefix, root, and suffix on individual color-coded cards to help distinguish between each
part. For example, yellow for the prefix, blue for the root, and red for the suffix. Students then use
the color-coded cards to create words. They can also keep a record sheet of the words that were
created. Possible word parts to use include:
Prefixes—re, in, im, ex, pre, trans
Word roots—tract, dict, cred, gress, port
Suffixes—able, ible, ion, ation, ic, ibility, -ability
Bear, D.R., Invernizi, M., Templeton, S., and Johnston, F. (2000). Words their way: Words for
phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Merrill.
In the next example, the SFA shows that crocodiles lay eggs, have a backbone, and are
meat-eaters, so this is indicated using a plus (+) sign. Since crocodiles do not give birth to their
young live, eat plants, or insects, then the minus (-) sign is shown in those columns. This type of
SFA could be used as a prereading activity to identify what students already know related to the
relationships. During reading, students can make notes as they come across information relevant
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to the SFA chart. After reading, students can then revisit the SFA to make any changes based on
what was read in the text.
Example One: Semantic Feature Analysis Chart
Lays
Live Birth
Has a
Eggs
Backbone
Crocodile
+
+
Meat
Eater
+
Plant
Eater
-
Insect
Eater
-
Horses
-
+
+
-
+
-
Frog
+
-
+
-
+
+
Birds
+
-
+
+
+
+
Goldfish
+
-
+
-
+
+
Example Two: Semantic Feature Analysis Chart
FDR
JFK
Nixon
Reagan
Clinton
Democrat
+
+
-
-
+
War Time President
+
-
+
-
-
Congress of Same
Party
-/+
+
-
-/+
-/+
Re-Elected
+
+
+
+
+
Served in
Congress
-
+
+
-
-
Won Majority of
Popular Vote
+
-
-/+
+
-
Source: http://curry.edschool.virginia.edu/go/readquest/strat/sfa.html
Variation—The SFA chart can be used to create analogies, too. For example:
John F. Kennedy : Democrat AS Richard Nixon : Republican
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SEMANTIC MAPS
Semantic Maps have effectively been used to activate background knowledge about a topic
(Johnson & Pearson, 1984, Heimlich & Pittelman, 1986). Steps to follow include:
1.
Select a word or topic and list the word on the chalkboard, overhead, or projection
screen.
2.
Before reading, ask students to think of as many words as possible that relate to the
word or topic, then list their answers on the semantic map.
3.
Review the words listed on the map, and then decide if the words could be
reorganized and grouped into categories. The teacher and class can brainstorm
these categories together, then work together to organize the groups into categories.
4.
If the word or topic is related to a theme of study, then students can find new words
to add to the map after reading or as the unit progresses. If it relates to a book, then
read the book. Afterwards, students can add new words to the concept map based
on the reading.
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Example One: Semantic Map
A stro na u ts
G ra vi ty
A ste roi d s
P la n ets
Cha l l en g er
L i gh t Ye ars
M ete ors
G al a xy
M oo n
S pa ce
Jup i ter
M ars
A po l l o
M ercury
S pa ce
S ta ti on
S pa ce
S hu ttle
S un
S ol a r S yste m
B la ckHo l e
S ta rs
O rb i t
Example Two: Semantic Map
NOTE: Visit www.inspiration.com for a 30-day free download of Inspiration Software.
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WORD SORTS
Word sorts involves the manipulation or sorting of a set of words written on index cards or slips of
paper into groups based on commonalities, relationships, related concepts, and/or other criteria.
Word sorts typically consist of 10-20 words depending on the age of the students. It is important
that the students completely understand the words as they are not able to identify patterns and
relationships if they did not understand the meanings of the word. If possible, it is better to use
words from the students. This can be done by giving students a topic and having them brainstorm
words making sure that all students know and understand the word prior to adding it to the list.
There are two basic kinds of word sorts: open and closed. An open sort is more complex
as it requires students to identify the patterns and relationships among the words and come up
with their own categories. In a closed sort, the category is provided and students simply have to
identify commonalities in the words to fit the category. It is suggested that students work with
closed sorts before moving to open sorts. It is also more beneficial to students, when word sorts
are done frequently for ten to fifteen minutes instead of occasionally for longer periods of time.
Word sorts can be done generally to help develop students’ abilities to see patterns and
relationships or they can be done following a reading selection using words from the text to also
strengthen their understanding of vocabulary.
Students will need guidance and modeling when first introduced to word sorts but with
practice they will become good at identifying patterns and relationships among words. Select 1020 words that can be sorted based on the topic under study. These words can be generated by
the teacher and/or the students but it is important that all students have a clear understanding of
the words.
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1. Copy the words on individual cards or slips of paper. Each student, or group of students,
will need a set of words.
2. Decide whether you want to do an open or closed sort. If a closed sort, present categories
for students to use as they sort. If an open sort students select their own categories for
sorting the words.
3. Have students work in pairs or in small groups. Remind them that the rationale behind their
sorting is more important than whether a word goes in a category or not.
4. Conduct a group discussion after each sort and allow students to revise their categories, if
desired.
5. If students do an open sort, then have them label their categories with post-its so you will
recognize the thinking behind their sort. Ask students to share their categories with the
class and explain their rationale for placing word in different categories.
References
Bear, D. R., Invernizzi, M., Tampleton, S., & Johnston, F. (1996). Words their way: Word study for
phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.
Gillet, J. W., & Temple, C. (1978). Word knowledge: A cognitive view. Reading World, 18, 132140.
Adapted from Kimbell-Lopez, K., and Cummins, C. (2010). READ: 70 Strategies to Support
Student Reading Success. Hoboken, NJ: Wiley/Jossey-Bass.
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Example of a Closed Sort Activity
Using Parts of Speech
Nouns
Verbs
Adjectives
Adverbs
vehicle
disobey
miserable
anxiously
soldier
rescue
illegal
always
guard
search
intricate
quietly
funeral
scampering
solemn
suddenly
casket
smuggle
enormous
especially
album
pleaded
imperious
desperately
distance
wailed
dramatically
reluctantly
accident
trembled
gnarled
silently
danger
blinked
light-hearted
steadily
sabotage
staggered
frightening
confidently
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Word Sort with –tion and –sion
The idea with this word sort is for students to recognize the base word versus the derived word.
You then want students to draw a generalization regarding when the word added –tion versus –
sion and in some cases, simply –ion. These ideas are good to add to a vocabulary notebook as a
way of making them more concrete for students which also reinforces that metacognitive element.
It is important to help students understand that knowing the base word can help determine the
ending that is used on the derived word. For example, if the word is separation, then it is difficult to
determine by sound what ending should be used. However, when a student recognizes that the
word is derived from separate, then it is easy to hear the “t” at the end of the word, which also
provides clues when spelling the word.
Base Word
separate
fascinate
educate
complicate
navigate
convulse
express
profess
confess
act
extinct
conduct
Derived Word
separation
fascination
education
complication
navigation
convulsion
expression
profession
confession
action
extinction
conduction
Bear, D.R., Invernizi, M., Templeton, S., and Johnston, F. (2000). Words their way: Words for
phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Merrill.
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More examples of Sorts
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List-Group-Label
List-Group-Label is a brainstorming activity that helps students understand how words can
belong in a variety of groups while activating and building background knowledge
prior to beginning a unit of study. This instructional strategy stimulates thinking about a topic and
then extends that thinking by analyzing and searching for topic-related patterns and relationships
and then categorizing the words/concepts by identifying a representative label.
1) Teacher provides students with a stimulus topic.
2) Students brainstorm a list of words they associate with the topic. The teacher may
sometimes decide to provide the words for students.
3) Teacher records responses on a chart, etc. Lists for younger students may contain
between 10-15 words and 25-30 words for older students.
Zebra
Deer
Pig
Cat
Horse
Dog
Tiger
Initial List of Animals
Cow
Mule
Antelope
Lion
Sheep
Goat
Raccoon
Possum
Parrot
Blue Jay
Goldfish
Elephant
Coyote
Giraffe
4) Teacher pronounces each word on the word list and students speculate about the
meanings.
5) Students observe the word list looking for patterns and/or relationships that exist among the
words.
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6) Students “relist” the words into groups based on the patterns and relationships. For
younger students, the words can be placed on word cards for students to sort into
categories.
Zebra
Tiger
Lion
Giraffe
Elephant
Antelope
Animals Organized into Groups
Deer
Cat
Possum
Dog
Raccoon
Goldfish
Coyote
Parrot
Blue Jay
Pig
Horse
Cow
Mule
Sheep
Goat
7) Students name or label the categories they created and share their reasoning.
Jungle
Zebra
Tiger
Lion
Giraffe
Elephant
Antelope
Labeled Groups
Forest/Woods
House
Deer
Cat
Possum
Dog
Raccoon
Goldfish
Coyote
Parrot
Blue Jay
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Farm
Pig
Horse
Cow
Mule
Sheep
Goat
CONCEPT CIRCLES
Concept circles are an activity that can be used across a wide range of grade levels. The goal of
the activity is for students to relate words conceptually to each other (Allen, 1999; Vacca and
Vacca, 2002). Children are given a circle divided into parts with words or phrases written into
each section (refer to Exhibit 8.12). They then have to decide what relationship exists between
each part of the concept circle. In the example shown in Exhibit 8.12., all of the sections relate to
tornadoes.
Example of a Concept Circle where overall category is identified.
Directions: Name the type of weather that is represented by all of the sections in the circle.
A variation on the concept circle would be to include the answer along with all four parts on
the circle where one part does not belong. In the concept circle shown below, the circle describes
things about hurricanes. The part that does not belong is rotate in a clockwise direction, since
hurricanes actually rotate in a counterclockwise direction.
2011 © W7 p. 30
Example of Concept Circle with one section that does not belong.
Directions: Three of the four sections of this concept circle describe a hurricane. Find the section
that does not belong by shading it in.
2011 © W7 p. 31
Example of a Concept Circle where you leave off a Section
A third variation is to leave off one section of the concept circle. Students have to determine the
overall concept, and then supply the missing information to complete the circle.
Based on this information, students would decide that the answer is mammals. They can then
complete the missing section with another piece of information about mammals (such as “give live
birth”).
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Linear Arrays
Linear Arrays refers to a group of words that are arranged in a linear format as a way to show
shades of meaning between the words. The words in a linear array can be arranged according to
degree of size, frequency, intensity, position, or chronology. This strategy can be used to illustrate
the connection between synonyms and antonyms by depicting gradations between two related
words (Allen, 1999). Students learn how to use linear arrays to show subtle changes in the
meaning of words. Directions for doing linear arrays:
1. Select two words that are opposite in meaning (antonyms).
2. Identify two or three words that are close in meaning to each word (synonyms).
3. Take the words and model for students how to make decisions regarding the placement of
each word. Begin by placing the two antonyms on opposite sides-one word on the left, and
the other word on the right.
4. Next, discuss with students which of the remaining word would be closest in meaning to the
word on the left and the ones that are closest to meaning to the word on the right.
5. Talk with students about how the meaning changes slightly as you move from one side to
the next of the linear array. Words that are similar in meaning (i.e, synonyms) are grouped
together on each side of the linear array. The words that are most opposite in meaning (i.e,
antonyms) are on opposite sides of the linear array.
6. Once students understand the process, then provide partners or small groups of students
with a linear array. Ask students to arrange the words in the linear array to show the
changes in meaning as they move from one side of the array to the other side.
7. Bring the class back together as a whole group and discuss how each group placed the
words in the linear array.
2011 © W7 p. 33
8. An additional challenge is to let students create their own linear arrays. The linear arrays
they create could become part of a center activity to give students more opportunities to
explore words.
Example of Linear Array
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VOCABULARY BINGO
Vocabulary Bingo is a game the whole class or small groups can play. The teacher can serve as
the caller, or students can take turns serving as the caller. The basic idea behind Vocabulary
BINGO is to encourage students to study and review their vocabulary words (Richardson and
Morgan, 2003). The caller calls out the definition, then the players have to determine if their
BINGO card has the word that matches the definition.
Students can make a BINGO card by dividing a piece of paper into five rows and five
columns with the center box designated as a “Free” space. Students can then write words from
their vocabulary lists or word walls on the BINGO card in any order. The word and definition for
each word should be placed on strips of paper in a container for the caller to draw from when
playing the game. All the vocabulary words and definitions are written on strips of paper and put
in a container. The teacher pulls a strip out of the container and reads the definition, checking the
word off her list. The students highlight the word that matches the definition. The first student to
get BINGO wins the game.
Options for playing the game:
1. Rows, columns, or diagonal
2. Fill the four corners
3. Fill the outer rows and columns
4. Blackout
The BINGO Card can also easily be made using Microsoft WORD. Select the Tables
option on the menu bar at the top of the page. Select Insert, then Table, and identify that you
want five columns and five rows. Designate the center box as “FREE”. Add spaces in each row
of the table to make room for students to write the words.
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Vocabulary BINGO
Free
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VOCABULARY DOODLES
Vocabulary Doodles involves students using a doodle to begin the illustration of their
vocabulary word. They supplement the illustration with interesting information that relates to
the vocabulary word. This type of activity builds on the notion of vocabulary illustrations
(Richardson and Morgan, 2003), which is a way to enrich your student’s vocabulary
knowledge.
1. The teacher should draw a simple beginning doodle-starter on a large sheet of poster
paper or Manila paper.
2. Assign vocabulary words to groups of students.
3. Students should research their word to identify four or five pieces of information about their
vocabulary word.
4. Students use the doodle page to begin the illustration of their vocabulary word.
5. Write the four to five items of information that relate to the word below the doodle pic.
6. Write the word at the bottom of the page, then cover with an index card or post-it.
7. Students present their word to the class for them to try to guess the word.
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Example of Vocabulary Doodle
For the vocabulary word—Symbiosis: a long-term relationship between different kinds of
organisms.
Doodle
Doodle Showing Illustration of Vocabulary Word
both organisms benefit
the fish attracts prey to
the sea anemone
Cover the word
with a sticky, so
that it can not be
seen when
students present
their word to the
class.
symbiosis
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clown fish living among
sea anemones
the tentacles of the sea
anemone shelter the fish
Alphabet Book
The Alphabet Book strategy asks your students to create an alphabet book about a given topic
(Richardson and Morgan, 2003). It works best with a more global topic, since students are
expected to find a word for each letter of the alphabet as it relates to their topic. The Alphabet
book can be created in a variety of ways, such as:
One letter of the alphabet per page of paper
On poster paper
In a big book format
As an 8-page book
Students are given a topic related to the overall unit, then they work with a partner or small
group to make the alphabet book. You can ask them to find words for each letter of the alphabet,
or you can let them choose 8-10 letters of the alphabet that they want to represent. On the actual
page of the alphabet book, ask students to identify the letter of the alphabet and clearly identify
the word or words that represent the topic. They can also include illustrations that relate to the
word listed on each page. An additional element to the alphabet book could be that students write
a sentence for each word on the alphabet pages.
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Example of Alphabet Pages for Bb and Dd
World War II
Bb
bombs
Bataan
Blitzkrieg
Benito
Mussolini
D-Day
Dictator
Dd
Douglas
MacArthur
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Dwight D.
Eisenhower
VOCABULARY PARADE
The Vocabulary Parade is a visual way for students to represent vocabulary words. Students
can work alone or with a partner or small group to do the activity. The idea is that it gives students
multiple ways to represent their word by using the definition, an illustration, and how it could be
used in sentences. This activity is based on Debra Frasier’s Miss Alaineus: A Vocabulary
Disaster:
1. After reading the story, students can select a vocabulary word to investigate by writing the
word, telling what it means, and using the word in a sentence.
2. Based on this information, they also have to dress up as their vocabulary word to illustrate
what it means. In the story, one word was precipitation, which a student illustrated by
wearing a water bucket on his head and a picture of rain cloud with drops falling down.
Punctuation was shown as a box filled with commons, periods, exclamation marks,
question marks, and quotation marks.
3. Instead of wearing a costume to illustrate the word, students can make a poster.
Identify the word,
Write the definition,
Use the words in four sentences around the edges of the poster, and
Include illustrations.
4. The posters that are made can be displayed around the classroom or in the hallways.
2011 © W7 p. 41
Layout for Vocabulary Parade Poster
Example Sentence #1
Identify Word and Definition
Ex.
Sent.
#3
Ex.
Sent.
#4
Illustration
Example Sentence #2
See also http://www.debrafrasier.com/pages/books/msa.html.
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Frayer Model
From the Louisiana Literacy Strategies…Vocabulary knowledge is one of the five essential
components of effective reading (RAND Reading Study Group, 2002). The content areas are
packed with concepts and technical vocabulary that students must understand if they are to be
successful readers and learners (Harmon, Hedrick, & Wood, 2005). A strategy designed to help
students learn content-specific terminology is the use of vocabulary cards (Blachowicz & Fisher,
2002), also called the Frayer Model. This strategy has been shown to increase depth and
breadth of word knowledge, resulting in greater comprehension (Rekrut, 1996).
1. Demonstrate how to create a vocabulary card with students by writing a key term on the
board and drawing a large, rectangular card-like frame around it so that it is in the center of
the rectangle.
2. In the corners of the card write a definition, characteristics, examples, and an illustration of
the term (Note: You may require students to learn other information or demonstrate other
applications with the terms, which would necessitate a modification of the card features
described here.)
3. Discuss with students how the card can be reviewed quickly and easily in preparation for
tests, quizzes, and other activities with the word.
4. Identify a list of key vocabulary terms from the lesson and have students write them in the
center of a 3x5 index card. As material is covered and content is read, guide students as
they fill out their cards with the required information.
5. Once cards are completed, allow time for students to review their words individually and
with a partner.
2011 © W7 p. 43
6. Quiz students over the content of their cards with questions and tasks that require recall
and understanding of all the information on the vocabulary cards.
Example of Vocabulary Card
Definition
Characteristics
To join or fasten
together
Link
Interlocking
Associate
Relate
Connect
Examples
Bridge
Paper clips linked
together
Illustrations
Nonexamples
Unlatched Gate
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Categories
Categories are a way to heighten students’ awareness of the relationships that can exist between
various words. To create the activity, write the category on one card. Next, write examples of
words that relate to the category on another card. Students then match the category to the correct
example. Two examples are show below:
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Flying High with Academics
Flying High with Academics is a strategy to get your students moving. It requires them to think
critically as they develop clues for “teaching”.
1. Students work with a partner to select a vocabulary word related to the content they
have been learning.
2. Write the word on a sticky along with their two names. They should keep this sticky,
because they will refer back to it later. Tell them to not show it to any of the other
groups.
3. Next, the partner groups should each make a paper airplane using an 8 ½ by 11 sheet
of paper.
4. They should write 3 synonyms for their word somewhere on the inside of the paper.
They could also write general thoughts about the word. They’ll need to have this
information towards the end of the activity.
5. Once all the groups have finished making their airplanes, then they will “fly” their
airplane to another group.
6. The group who gets their airplane should review the words written on the plane. That
group’s job is to determine the “word”, then they need to use the word in context in a
sentence.
7. They should fold the paper back into its original airplane shape, then they “fly” the
airplane to another group.
2011 © W7 p. 46
8. This group should review the word and the contextualized sentence, then their job is to
write a reader-friendly definition.
9. Fold the paper back into its original airplane shape, then they “fly” the airplane back to
the original group.
10. The original creator of the airplane reviews the sentence and user-friendly definition to
determine whether they are correct.
Variation
This task can be used as a comprehension activity by asking students to generate a question
about the content they have been learning. Each student can create an airplane, or students
can work with a partner to complete the task. The group that catches the airplane has to
answer the question. They then go back to the original creator of the plane to verify the
answer.
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Possible Sentences
Possible sentences (Moore & Moore, 1986) was designed to help students determine
independently the meanings and relationships of unfamiliar words in reading assignments. It also
helps students understand the importance of activating prior knowledge about vocabulary prior to
reading and to use the text to refine and revise their understandings while reading. It is designed
to help students: (1) learn new vocabulary to be encountered in a reading selection; (2) make
predictions about the text’s contents; (3) provide a purpose for reading; (4) arouse their curiosity
about the text to be read; and, (5) present their ideas to one another, justify their ideas, listen to
others’ points of view and evaluate their own understandings. It is a five part lesson that provides
students an opportunity to use all language processes as they learn new words: list key
vocabulary, elicit sentences, read and verify sentences, evaluate sentences, and generate new
sentences.
The steps for possible sentences sometimes vary in number but the important thing to
remember is that it is a five part lesson with these five lesson aspects present.
1. Write key vocabulary terms from the text on the chalkboard, chart paper, or overhead
projector. The teacher predetermines the words that are central to the main concepts to be
encountered in the text. Pronounce each word, and make sure that each word can be
defined by using the text.
2. Ask students to select pairs of words from the list. For each pair, have students write a
sentence that they think might appear in the text.
3. Ask student volunteers to write their sentence on the board; underlining the words the
students have included from the list.
2011 © W7 p. 48
4. Discuss the sentences. Ask if anyone disagrees with any of the sentences.
5. Have students read the text on their own to verify the accuracy of their sentences.
6. Discuss the sentences again as a class. Have students evaluate sentences for accuracy,
and ask students to make any changes they wish.
7. Ask students to create additional sentences based on information from the text. This
extends students’ understanding of the meanings and relationships of the vocabulary
words. As new sentences are generated, they are checked against the text for accuracy.
8. Encourage students to record their sentences in their notebooks for further study.
Initial sentences
Revised sentences
1. A dormant volcano is no threat to people
1.
living in the surrounding area.
2. More than 80% of the earth’s surface has
2.
come from volcanoes.
3. One of the most devastating volcanic
3.
eruptions was Mt. St. Helens in southwest
Washington State in 1980.
4. Lava is a heavy substance that sinks to the
bottom of a volcano.
4. Lava is a substance that flows out of a
volcano when it erupts.
Reference
Moore, D.W., & Moore, S.A. (1986). Possible sentences. In Reading in the content areas:
Improving classroom instruction, 2nd ed. Dishner, Bean, Readence, & Moore (Eds.).
Dubuque, IA: Kendall Hunt, 174-179.
Adapted from Kimbell-Lopez, K., and Cummins, C. (2010). READ: 70 Strategies to Support
Student Reading Success. Hoboken, NJ: Wiley/Jossey-Bass.
2011 © W7 p. 49
Predict-O-Gram
Predict-O-Grams (Barr & Johnson, 1997) also known as Vocab-O-Grams are used to allow
students to go beyond the definition of a word and consider its application in text. It also
encourages students to form predictions about a selection based on key words found in the text.
Predict-O-Grams also allow students to make predictions based on the author’s chose of words
and to see how authors use specific words to tell a story. In addition to building vocabulary, the
strategy enhances students’ understanding of story elements.
Partial example of a predict-o-gram:
Predict-O-Gram
Edward the Emu
emu
zookeeper
Setting
pen
zookeeper
Characters
emu
lion
seals
Problem/Goal
bored
replaced
pen
roared
bored
lion
replaced
seals
Which words tell you about when and where the story took place?
At the zoo.
Which words tell you about the characters in the story?
There is an emu, a lion, and some seals at a zoo.
Which words describe the problem or goal?
One of the animals is bored so they send him away and replace him
with a different animal.
Predict-O-Grams can be used as an individual, small group, or whole class activity. However, it is
the discussion that helps facilitate understanding of both the vocabulary and story structure so it is
recommended that it be used as a whole group or small group strategy.
1. Write a list of vocabulary words from the reading selection on the chalkboard, overhead, or
chart. Be sure that the words reflect story structure in some way.
2. Discuss the meanings of the words with the class.
2011 © W7 p. 50
3. Distribute copies of the predict-o-gram to the students or if a whole class activity the
predict-o-gram could be drawn on the board, etc.
4. Have students use their knowledge of the new vocabulary words and story structure
(setting, characters, problem, events, and resolution) to predict each word’s use in the
story. Let students know that they can place a word in more than one category. If they
have no idea as to where a word might fit, tell them to place it temporarily in the ‘mystery
words’ section.
5. Bring the activity whole group and have students share their placement of the words. Be
sure to elicit students’ knowledge about the words and strategies they used to predict
meanings.
6. Have students return to the predict-o-gram and make predictions based on the placement
of the words as they related to the story structure.
7. Allow students time to read the text or listen to the text read-aloud and then confirm or
reject their earlier predictions. (optional) The teacher might want the students to rewrite
their inaccurate predictions.
8. After reading, return to the text and discuss how the author used the words in the story.
Reference
Barr, R., & Johnson, B. (1997). Teaching reading and writing in elementary classrooms (2nd ed.).
New York: Longman.
Adapted from Kimbell-Lopez, K., and Cummins, C. (2010). READ: 70 Strategies to Support
Student Reading Success. Hoboken, NJ: Wiley/Jossey-Bass.
2011 © W7 p. 51
Predict-O-Gram
Story title: ______________________________________________
new vocabulary words
Setting
Which words tell you about when and where the story took place?
Characters
Which words tell you about the characters in the story?
Problem/Goal
Which words describe the problem or goal?
Action/Events
Which words tell you what might happen?
Resolution
Which words tell you how the story might end?
What question(s) do you have?
Mystery words:
2011 © W7 p. 52
Rivet
“Activating children’s prior knowledge and getting them to make predictions before
they read is one way to increase the involvement and comprehension of most
children” (Cunningham, 1995, p. 129). RIVET is designed to accomplish this critical
prereading goal. In this activity, students are given blanks that represent the
number of letters in the word. You write in the letters one by one, while students try
to guess the word. Students’ attention is riveted to the board as you do this, which
is why this strategy is called RIVET.
To Prepare:
1. Read the selection prior to using with students.
2. Select 6-8 words that are important to the story.
3. The words can be polysyllabic and important names.
Implementing the Strategy:
1. Write numbers and draw lines to indicate the number of letters in the word.
Students should write the same numbers and
a. _ _ _ _ _ _ _ _ _ _
b. _ _ _ _ _ _ _ _ _
c. _ _ _ _ _ _ _ _ _
d. _ _ _ _ _ _ _ _ _
e. _ _ _ _ _ _
_________
f. _ _ _ _ _ _ _ _ _
g. _ _ _ _ _ _ _ _ _ _
2011 © W7 p. 53
2. Fill in the letters one letter and word at a time. Students should write in the
letters as you do. Encourage them to guess as soon as they know the word.
As more letters are added, then students will be able to make an educated
guess to identify each one.
3. Once the word is guessed, then that student can help you finish spelling the
word.
4. Once all of the words are revealed, then ask students to use these words to
make a prediction about the story. For example, the words are:
a. unexpected
b. ambulance
c. emergency
d. Elizabeth
e. Golden retriever
f. Hurricane
g. Terrifying
Students might say:
A girl named Elizabeth was hurt in a hurricane.
You could follow up with the question:
Does Elizabeth have to be a girl character in the story?
Lead students to the idea that hurricanes are given names and perhaps this
hurricane is called Elizabeth. Elizabeth might also be the golden retriever.
5. This process requires students to activate prior knowledge they have about
these particular words, then they bring that prior knowledge to bear on the
reading selection.
6. After students have read the selection, then use the same key words to review
their predictions and talk about what actually happened.
2011 © W7 p. 54
Vocabulary Magic Squares
To review key vocabulary terms in a lesson or unit of study – can be used
Purpose:
with both narrative and/or expository text
Description: Magic Squares is a reinforcement activity that gives students additional
exposure to terms after reading is completed. It is a game format that
helps ratchet up the basic routine of matching vocabulary words to their
definitions.
Procedures:
(Teacher)
1. Determine the key terms that students should know and that support the learning outcomes
2. Prepare the grid depending on the number of terms to be defined and the term/definition
sheet (see example) – it may be necessary to include definition foils in order to correlate to
the number of squares in the grid.
(Students)
3. Write the number of the definition in the square that corresponds to the letter for each word.
4. When the grid is complete add the rows that go up and down and from side to side – the
sum for each should match the magic number.
Vocabulary Terms:
A.
B.
C.
D.
E.
F.
G.
H.
I.
capital
Carolina jessamine
Palmetto
“dum spiro spero”
milk
symbol
shag
Carolina wren
state flag
A
B
C
D
E
F
G
H
I
Definitions:
1. Myrtle Beach
2. state motto
3. state song
4. state stone
5. designed by Colonel Moultrie
6. state tree
7. state bird
8. state flower
9. state drink
10. where state government is located
11. located on the coast
12. state dance
13. one thing that stands for another
Magic Number _24__
2011 © W7 p. 55
To prevent the teacher from having to invent various magic square combinations, a few are
provided below. The number with the single asterisk under each grid represents how many
definitions should be foils and the double asterisk represents the magic number for each grid.
Additional magic square grids can be made by taking any one of the patterns and reconfiguring
rows or columns.
7
0
3
5
10
8 6
7
11
8
2
4
9
2
9 13
10
12
4
6
8
1
12
7 5
9
3
14
0*
15**
4*
24**
9
2
7
4
6
5
10
5*
26**
9
7
5
8
1
8
12
3
11
6
4
0*
15**
0*
**
**
3*
21**
1*
18**
4*
16
2 **
0*
15**
4*
24**
3
13
2 **
24**
7
0*
15**
18
12
15**
5
11**
10
8
8 **
5
11
15
9
7
6
12
13
17
6
3
4
14
15
1
16
10
4
9
0*
34**
4*
2*
39**
24**
**
0*
15**
19
2
15
23
6
25
8
16
4
12
**
4*
**
0*
**
1
14
22
10
18
7
20
3
11
24
13
21
9
17
5
2011 © W7 p. 56
0*
65**
24**
15**
Commercial Word Games
1. Balderdash—Players are given a word where they write a phony definition. The
object of the game is to get the other players to choose their definition instead of
the correct definition. Players get points for having others select their version of
the definition, and if they select the correct definition.
2. Guesstures—Teams are allowed a few seconds per word to use gestures to
help their team “guess” the word.
3. Outburst—Players have sixty-second to identify every word that goes with their
topic.
4. Password—Players give their partners one word clues to help them guess the
“password”.
5. Pictionary—Children draw the word using sketches to help their partners guess
the word.
6. Scattergories—Players write down words to fit categories that match a specific
letter of the alphabet.
7. Taboo—Children try to get their teammates to guess the secret word without
saying any of the “taboo” words.
2011 © W7 p. 57
References
Allen, J. (1999). Words, words, words: Teaching vocabulary in grades 4-12. Portland, MA:
Stenhouse.
Baumann, J.F., and Kameenui, E.J. (1991). Research on vocabulary instruction: Ode to Voltaire.
In J. Flood, J.M. Jensen, D.Lapp, and J.R. Squire (Eds.)., Handbook on teaching the
English Language Arts, pp. 604-632.
Bear, D.R., Invernizzi, M., Templeton, S., and Johnston, F. (2004). Words their way: Word study
for phonics, vocabulary, and spelling instruction (3rd Edition). Upper Saddle River, NJ:
Pearson.
Beck, I.L, McKeown, M.G., and Kucan, L. (2002). Bringing words to life: Robust vocabulary
instruction. New York: Guilford.
Dale, E. (1965). Vocabulary Measurement: Techniques and major findings. Elementary English,
42, 895-901, 948.
Johnson, D.D., and Pearson, P.D. (1978). Teaching reading vocabulary. New York, NY: Holt,
Rinehart, and Winston.
Heimlich, J.E., and Pittelman, S.D. (1986). Semantic mapping: Classroom application. Newark,
DE: International Reading Association.
Kimbell-Lopez, K., and Cummins, C. (2010). READ: 70 Strategies to Support Student Reading
Success. Hoboken, NJ: Wiley/Jossey-Bass.
Paribakht, S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning
in second language vocabulary development. In J. Coady & T. Huckin (Eds.), Second
language vocabulary acquisition: A rationale for pedagogy (pp. 174-200). Cambridge:
Cambridge University Press.
Pittelman, S.D., Heimlich, J.E., Berglund, R.L., and French, M.P. (1991). Semantic feature
analysis: Classroom applications. Newark, DE: International Reading Association.
Richardson, J.S., and Morgan, R.F. (2003). Reading to learn in the content areas. Belmont, CA:
Thomson.
Vacca, R.T., and Vacca, J.L. Content Area Reading (7th Ed.). Boston, MA: Allyn and Bacon.
2011 © W7 p. 58