CARTOONS
This strategy, taken from an SAT Prep resource, is an excellent way to help students to visualize new words. It includes the following elements:
(Template)
This strategy, taken from an SAT Prep resource, is an excellent way to help students to visualize new words. It includes the following elements:
- vocabulary term
- phoenetic spelling
- brief description
- linking word
- cartoon
- sentence that uses the vocabulary term
(Template)
CONCEPT CIRCLES
Concept Circles is a visual organizer divided into four sections. It can be used with informational text/videos for concepts, topics, and organizing ideas around vocabulary knowledge in all content areas.An Explanation and examples are provided to help you implement the strategy.
Template
Concept Circles is a visual organizer divided into four sections. It can be used with informational text/videos for concepts, topics, and organizing ideas around vocabulary knowledge in all content areas.An Explanation and examples are provided to help you implement the strategy.
Template
CONCEPT / DEFINITION MAP
This strategy helps students to understand new vocabulary or a concept. It is a graphic display that focuses on category, characteristics or properties, and illustrations. It is always important to model the strategy before students are expected to practice it.
Lesson and organizer
Lesson with video and SmartBoard examples.
This strategy helps students to understand new vocabulary or a concept. It is a graphic display that focuses on category, characteristics or properties, and illustrations. It is always important to model the strategy before students are expected to practice it.
Lesson and organizer
Lesson with video and SmartBoard examples.
CONCEPT SORTS
Help students explore new vocabulary through critical thinking or use after a unit to as an assessment piece.
Concept Sorts
Concept Sorts
CONNECT TWO
This strategy will help students become familiar with difficult key vocabulary before reading text or it can be used before a unit of study.
Strategy
Strategy
FRAMES
Turn the traditional vocabulary review index card into a higher order thinking strategy for learning new words. In this activity, students will create vocabulary frames using concept terms. They will develop a definition based on their own understanding (right corner), as well as the opposite (left corner). Finally, they will write a quirky sentence to remind them of the word's meaning (lower left corner) and a quick sketch (lower right corner).
(Template)
Turn the traditional vocabulary review index card into a higher order thinking strategy for learning new words. In this activity, students will create vocabulary frames using concept terms. They will develop a definition based on their own understanding (right corner), as well as the opposite (left corner). Finally, they will write a quirky sentence to remind them of the word's meaning (lower left corner) and a quick sketch (lower right corner).
(Template)
FRAYER MODEL
The Frayer Model uses a graphic organizer to make personal connections and go beyond reciting and memorizing a vocabulary word. (Purpose and templates)
The Frayer Model uses a graphic organizer to make personal connections and go beyond reciting and memorizing a vocabulary word. (Purpose and templates)
GUESS & ADJUST
MAKING MEANING
This is a great anticipatory activity to introduce students to context clues. Identify 4-5 vocabulary words from the text that students will need to understand in order to comprehend the text. In order to activate prior knowledge, students will brainstorm what they already know about the vocabulary term. Do a think-pair-share if you perceive that they will have difficulty with the new terms. During the reading, use the think aloud strategy to model how context clues provide context and give meaning to the vocabulary words.
(Template)
This is a great anticipatory activity to introduce students to context clues. Identify 4-5 vocabulary words from the text that students will need to understand in order to comprehend the text. In order to activate prior knowledge, students will brainstorm what they already know about the vocabulary term. Do a think-pair-share if you perceive that they will have difficulty with the new terms. During the reading, use the think aloud strategy to model how context clues provide context and give meaning to the vocabulary words.
(Template)
SEMANTIC FEATURE ANALYSIS
Our strategy for the week is "Semantic Feature Analysis." This strategy connects selected vocabulary to the text, aids with comprehension, and helps students understand important concepts.
Click here to learn more.
Our strategy for the week is "Semantic Feature Analysis." This strategy connects selected vocabulary to the text, aids with comprehension, and helps students understand important concepts.
Click here to learn more.
VOCAB ANCHOR
There are times when explicitly teaching new vocabulary is appropriate. Try using a vocabulary anchor to introduce a new term during whole group instruction. Using an interactive smartboard, facilitate a class discussion by introducing a new vocabulary word and a similar term. For instance, introduce the word 'colony' and identify the word 'state' as a similar term. Because students are familiar with the meaning of state, activate their knowledge by asking them what characteristics the two words have in common (+). Next, use the think aloud strategy to help students brainstorm how the term colony is unique (-).
(Template)
There are times when explicitly teaching new vocabulary is appropriate. Try using a vocabulary anchor to introduce a new term during whole group instruction. Using an interactive smartboard, facilitate a class discussion by introducing a new vocabulary word and a similar term. For instance, introduce the word 'colony' and identify the word 'state' as a similar term. Because students are familiar with the meaning of state, activate their knowledge by asking them what characteristics the two words have in common (+). Next, use the think aloud strategy to help students brainstorm how the term colony is unique (-).
(Template)
WORD WEB
Students are actively engaged in making connections between unit vocabulary terms. *Created by Mr. Duff!
Detailed Directions
Detailed Directions
Example from Mr. Duff
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Example from Mr. Duff
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