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Laurah Jurca
Laurah Jurca
(Laurel - United States)

<p>I currently serve as an ESOL Coach for my school district in Maryland. I work with both ESOL and mainstream teachers to help them improve the quality of their instruction for their English language learners. During my career, I have taught grades k-8,  ...

Language Arts Vocabulary Lesson Plans

Vocabulary Review

Introduction:
 

Prior to the lesson the teacher needs to determine what vocabulary game the class will be playing (see attached games).

All materials from the vocabulary games sheet need to be collected and prepared prior to the review.
 

Group Size: Any
 

Learning Objectives:
 

Students will understand vocabulary in a variety of contexts.
 

Materials:

1. Game sheet for each group.

2. Vocabulary words and definitions (see attachment)

3. Materials for whatever game is picked. (see below)

Game 1: Stoked About Salad Bowl Materials: Index Cards with words, Wipe Boards, Timer

Game 2: Pictionary Materials: Wipe Boards, Index Cards with words, timer

Game 3: RIVETS Materials: Wipe Boards, Index Cards with words

Game 4: Catch Phrase Materials: Index Cards with words, timer

Game 5: TABOO Materials: Blank Index Cards, timer
 

Procedures:
 

1. Determine the vocabulary review game the whole class or partnerships will be playing.

2. Play the game to help reinforce students' understanding of the vocabulary words. See games and rules below:

Vocabulary Games Choices:
Each week you will have the opportunity to play games to help you remember the vocabulary words for reading. Please refer to the directions below to help you determine what game best suits you:

Game 1: Stoked About Salad Bowl

Materials:  Index Cards with words, Wipe Boards, Timer
Time Limit: 1 Minute each round

Round 1:  Description Round
Get your group to say the vocabulary word without saying the word itself.  You can use a definition, sentence, or any clues to help get the point across.  If you don’t know the word, put it back, and pull out a new word.  Go through as many words as you can in the time limit.

Round 2:  Pictionary Round
Get your group to guess the word from a picture that you drew.  If you don’t know the word, put it back, and pull out a new word. Go through as many words as you can in the time limit.

Round 3:  Taboo or Charades Round
Get your group to guess the word by saying only one word to describe it or you may act out the word.  Choose whichever method works best with you.  If you don’t know the word, put it back, and pull out a new word.  Go through as many words as you can in the time limit.

Game 2: Pictionary
Materials: Wipe Boards, Index Cards with words, timer
Time Limit: 1 Minute each round

Pick a card from the bin. Draw a picture to describe each word. Be detailed with your pictures to help your team figure out the word.  Pick as many cards as you can in the time limit.

Game 3: RIVETS
Materials: Wipe Boards, Index Cards with words
Time Limit: None

Pick a card from the bin. Draw blank spaces for the word on your wipe board. For example, if the word is school, you would draw 6 blank lines on your wipe board (_ _ _ _ _ _).
Give your group clues on how to guess the word. You may gradually add letters to help them determine the meaning.

Game 4: Catch Phrase
Materials: Index Cards with words, timer
Time Limit: 1 Minute

Place the pile of vocabulary index cards in the middle of the table. The first person picks up the top card and the timer begins. This person must explain the meaning of the word to get their classmates to guess. Once the word as been guessed, the next person would pick up the next card in the pile and describe the meaning to the class. This continues until the timer runs out. Whoever has the card when the timer goes off gets one point. The person with the least amount of points is the winner.

Game 5: TABOO
Materials: Blank Index Cards, timer
Time Limit: 1 Minute

You need to create TABOO Cards for the vocabulary words you have been studying for reading. The cards should cover all of the words you have been studying, including the 3 Read Aloud Vocabulary Words. Your teacher has a list provided for you. You must create cards for each of the words.

    Example: 
(Word)          Millimeter
(Can’t Say)        Small

To play TABOO, one person has the pile of vocabulary cards and the timer begins. They want to get their classmates to guess the word without saying the word on the index card. If they say the word on the index card, they must discard and get another one. Do as many cards in one minute as possible.

3. Students should review their vocabulary for the final vocabulary assessment the following day.
 

Assessment:
 

Monitor student's understanding of the vocabulary words from Tuck Everlasting as you walk around the room.
 

Benchmark or Standards:
 

The Standards for the English Language Arts:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers their knowledge of word meaning and of other texts, and their word identification strategies.

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and to acquire new information.
 

Attached Files:
 

    EnrichmentVocabularyallweeks.doc 
    vocabularydefinitionsallweeks.doc 
    VocabularyGamesChoices.doc 

Vibrant Vocabulary Week 3

Introduction:
 

In order for students to fully comprehend a text, they must be exposed to words are unfamiliar to them in the text. It is vital for students to gain a better understanding of the vocabulary they will encounter to help them have more knowledge of the reading.
 

Group Size: Any
 

Learning Objectives:
 

Students will understand new vocabulary to help them apply to their reading of Tuck Everlasting.


Students will use context clues to help them write effective sentences containing each vocabulary word.


Students will draw visualizations of the vocabulary words to help them truly see the words.
 

Guiding Question:
 

How does understanding the vocabulary or words an author uses help you to better comprehend the text?
 

Materials:

1. 10 index cards per student

2. Week 3 Powerpoint presentation

3. Vocabulary Graphic Organizer (if applicable)

4. Enrichment vocabulary words (if applicable)
 

Procedures:
 

1. Ask students as a review: How does understanding the words an author uses in a text help you to better comprehend a text?
 

  • Have students individually think about their responses.
  • After students have been given time to think about their responses, have them share their thoughts with a partner.
2. With partners, small groups, or individually have students give an oral summary of Tuck Everlasting using at least 10 of the vocabulary words from the past two weeks. Then have several students share their responses with the class. If you would like, have them actually write the story on paper and underline the vocabulary words they are using. Words to use:

  • tranquil
  • infinite
  • abruptly
  • meager
  • melancholy
  • rueful
  • exasperated
  • irrelevant
  • scornful
  • peculiar
  • vanity
  • vigorous
  • disarray
  • elation
  • silhouettes
  • anguish
  • lingered
  • gestured
  • gallows
  • persisted
Place students in the enrichment vocabulary group together to review their words. Enrichment words to use:

  • galling
  • oppressive
  • plaintively
  • goggled
  • bovine
  • primly
  • lest
  • tangent
  • plinked
  • metaphysics
  • sidewise
  • illiterate
  • rutted
  • silty
  • cahoots
  • blotter
  • camphor

 

3. Hand each student a total of 10 index cards. Instruct them to write their name on each notecard. Have them divide the backside of the index card into three sections (definition, sentence, and visualization)

4. Begin the Powerpoint presentation on slide #42 . Show the students the first slide of each word and read the sentence describing the illustration. Have students determine what the meaning of the word might be by using context clues examples to help them.

5. Have students write the word on one side of their index card.

6. Turn to the next slide of the Powerpoint and have students write the definition of the word.

7. With a partner, have students write a sentence using the word with effective context clues, as well as an illustration.

8. Students can share their illustrations and sentences with other partnerships to review their work.

9. Continue to do this procedure with slides #42-61.
 

Benchmark or Standards:
 

The Standards for the English Language Arts:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts  (their knowledge of word meaning and of other texts, their word identification strategies).
 

Attached Files:
 

    tuckeverlastingvocabshow.ppt 

Developing Vocabulary

Students will learn new vocabulary. Through various classroom activities such as describing how to be a good citizen, using the new terms they will be able to expand their vocabulary. By introducing students to new terms they will be able to communicate effectively.

Open or Download This File:

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ABC Books for Vocabulary Building

 

Middle school aged students create ABC books in the content area.

Lesson # 4: Important Words (Vocabulary)

Suggested Time Allotment: Two class periods of 44 minutes each 
Group Size: Any

 

Learning Objectives:

  1. Students will learn how to choose “important words” in order to accurately
    summarize a piece of text.

 

Guiding Question:


Begin the lesson by showing students some headlines from newspapers. Ask students what the headlines are meant to do? (attract attention of the reader, summarize the main idea or topic of the story) Are headlines written in complete sentences? (no, they are shorter; have no punctuation) What words are used in a headline? (words that are important to the story) Which words are not used in headlines? (you don’t see many smaller – or unimportant – words in headlines)
 

Explain to students that this lesson is going to help them identify “important words” in the text they are reading.

 

Materials:

Newspapers (optional for student idea given during my reflection)


• Overhead Projector (optional)


• A newspaper article, read-aloud book, chapter book, or content-area textbook


• Pencils (for each student)


• Highlighter (for each student)


• Notebook Paper (for each student)



Procedures:

DAY 1

  1. Emphasize to students that when a newspaper editor writes a headline, he/she
    only puts the important words in it.
  2. Next, prepare an overhead transparency or write on a board or chart the following  information:  
NEWS FLASH!

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

  1. Assign students a passage of silent reading.  The passage might be a news story,        a chapter from a book, a few paragraphs from a content area textbook.  The entire class should read the same text. 
  2. Students should have a highlighter and as they read their text they should highlight words they feel are “important” and/or essential for their understanding of the text.
  3. After students have read, have them use their highlight words (important words) to write a headline (or summary of the most important ideas or events) they encountered in the passage.  Using the format above, they should try to use five important words as they write their “headline.”  Remind students to
    1. Think of only the most important things that happened in the text as they write their headlines.
    2. Leave out words such as if, and, then.
    3. Important-word headlines should read like news headlines from a newspaper.
  4. When students have finished writing their headlines, set aside time for them to share them with their classmates.  Write a handful of their headlines on the board or chart.  Then let students share their thoughts about which one(s) made good use of important words.
  5. Have students re-visit their headlines to see if their advanced understanding of the text changes their mind as to what they want to write for their headlines.  Allow them to share their thoughts aloud with the class.
DAY 2

  1. Repeat the above activity with another passage of reading.
  2. Write some of the students’ headlines on the board or a chart.  Then have them use the “important headlines” they wrote as a “cue” to help them write a few sentences that summarize the section of text that they read.  Doing that will help them see how important word headlines (or simple notes) can help them retell or summarize the section of text they read and how important word headlines can be used to help them write book report summaries too. 

 

Assessment:
 

The teacher will informally assess students work when they share aloud. Teachers will formally assess students work by collecting the headlines they write using their important words. The teacher will also collect the paper with their highlight “important words.” By assessing which words students choose for their “important words” the teacher will analyze their comprehension of this activity. The teacher can see if students understand what the most important words are when they are reading a piece of text. The teacher will also analyze their summary statements to see if they are writing effective complete summaries of a piece of text.
 

Benchmark or Standards:

Oregon State Benchmarks and Standards
 

CCG: Vocabulary:
         Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

  • EL.CM.RE.08 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.
CCG: Literary Text: Develop an Interpretation:
           Develop an interpretation of grade-level literary text.

  • EL.CM.LI.07 Infer the main idea when it is not explicitly stated, and support with evidence from the text.  

Foreign Influence on Vocabulary: Lesson Plan 3

A vocabulary lesson for 9th graders

Given a list of foreign words commonly used in English, students will define them and create a list with dictionary definitions and the words in context. Understanding these words and how they are used will help students improve their vocabulary, thus helping their reading and comprehension skills.

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Action ABC's, Learning Vocabulary with Verbs

 

Students are likely to know many more words than they use in their writing. This lesson is designed to help students better use their vocabulary by teaching (or reviewing) what verbs are and to then help them access verbs they already know and use them in sentences. Students work together to brainstorm and create lists of verbs for each of the letters of the alphabet. Then, choosing one verb for each letter, they create pages for an Action Alphabet book. Each page includes an illustration and a sentence using the verb in context. The project can be adapted according to age level and language ability. Students in kindergarten may work together on a class book, while older students may work in small groups or individually. Similarly, the complexity of the example sentences will vary depending on students' writing levels.

Gr. K Essential Vocabulary for ELA Learners 2010 - 2011

This project; Essential Vocabulary for English Language Learners addresses the need for the ESL students to practice their instructional vocabulary which is essential for the development of literacy skills.

The CAP is organized into monthly themes. This facilitates alignment with the mainstream kindergarten class.

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Tired Words

Introduction:
 

The instructor will tell the class that the words, "said", "like" and "nice" are used too often within the writing of the students. These words are "tired" of being used all the time and are therefore "tired words". There are more descriptive words that can replace the words mentioned. This will make the piece of writing more interesting. I teach language impaired students in small groups and therefore would probably teach this over several sessions to children in grades 3-5.
 

Group Size: Any
 

Learning Objectives:
 

1.  Students will use varied vocabulary within their writing.

2.  Students will learn to use a thesaurus online as well as one that is in print.

3.  Students will determine the best synonym to replace an existing, "tired words", of, "said", "like", and "nice".

4. Students will listen and read for synonyms for the word, "said", within the book entitled, "Chocolate Fever" by Robert Kimmel Smith.

5.  Students will create a response to a question about "Chocolate Fever", by Robert Kimmel Smith, without using the words, "like", "said", or "nice".
 

Materials:
 

Chart paper Book, "Chocolate Fever" by Robert Kimmel Smith. Sentences including the words, "like", "said", and "nice". Computer to access thesaurus and questions about the book. Printed thesaurus.
 

Procedures:
 

1.  Brainstorm synonyms for the words, "said", "like", and "nice" with your class.  Then list synonyms for each word on chart paper.

2.  Introduce resources to find synonyms.  A printed thesaurus should be available for use.  Use of http://www.merriam-webster.com/ should also be demonstrated at this time.  Have students find and share additional words to add to the list of brainstormed synonyms.

3.  Present students with sentences including the words, "said", "nice", and "like".  They can be teacher made or they can come from actual student writing.  Then have students replace the "tired words" with words they have brainstormed.  The teacher should then have the students take note that each sentence is now more descriptive with the new word used.

4.  Tell the students that a good author varies the vocabulary words he uses to make his writing more interesting.  Read a chapter of the book, "Chocolate Fever", by Robert Kimmel Smith.  Have students identify synonyms for the word, "said", within the chapter.  Add additional words detected to your brainstormed list if any new words are found.

5.  Have students respond to a question in writing about the chapter you have read.  They should be told that they cannot use the words, "said", "nice" or "like" within their response.  Questions for each chapter are available at the following link: http://www.edhelper.com/books/Chocolate_Fever.htm?gclid=CPnrganR3JQCFQQbFQod1gGRSg

6.  Students should be encouraged to continue to use the brainstormed words rather than "tired words". 

Week 1 Vocabulary and Comprehension Review

Introduction:
 

Prior to the lesson the teacher needs to determine what vocabulary game the class will be playing (see attached games).

All materials from the vocabulary games sheet need to be collected and prepared prior to the review.
 

Group Size: Any
 

Learning Objectives:
 

Students will understand vocabulary in a variety of contexts.
 

Materials:

1. Game sheet for each group.

2. Vocabulary words and definitions (see attachment)

3. Materials for whatever game is picked. (see below)

Game 1: Stoked About Salad Bowl Materials: Index Cards with words, Wipe Boards, Timer

Game 2: Pictionary Materials: Wipe Boards, Index Cards with words, timer

Game 3: RIVETS Materials: Wipe Boards, Index Cards with words

Game 4: Catch Phrase Materials: Index Cards with words, timer

Game 5: TABOO Materials: Blank Index Cards, timer


 

Procedures:
 

1. Determine the vocabulary review game the whole class or partnerships will be playing.

2. Play the game to help reinforce students' understanding of the vocabulary words. See games and rules below:

Vocabulary Games Choices:
Each week you will have the opportunity to play games to help you remember the vocabulary words for reading. Please refer to the directions below to help you determine what game best suits you:

Game 1: Stoked About Salad Bowl

Materials:  Index Cards with words, Wipe Boards, Timer
Time Limit: 1 Minute each round

Round 1:  Description Round
Get your group to say the vocabulary word without saying the word itself.  You can use a definition, sentence, or any clues to help get the point across.  If you don’t know the word, put it back, and pull out a new word.  Go through as many words as you can in the time limit.

Round 2:  Pictionary Round
Get your group to guess the word from a picture that you drew.  If you don’t know the word, put it back, and pull out a new word. Go through as many words as you can in the time limit.

Round 3:  Taboo or Charades Round
Get your group to guess the word by saying only one word to describe it or you may act out the word.  Choose whichever method works best with you.  If you don’t know the word, put it back, and pull out a new word.  Go through as many words as you can in the time limit.

Game 2: Pictionary
Materials: Wipe Boards, Index Cards with words, timer
Time Limit: 1 Minute each round

Pick a card from the bin. Draw a picture to describe each word. Be detailed with your pictures to help your team figure out the word.  Pick as many cards as you can in the time limit.

Game 3: RIVETS
Materials: Wipe Boards, Index Cards with words
Time Limit: None

Pick a card from the bin. Draw blank spaces for the word on your wipe board. For example, if the word is school, you would draw 6 blank lines on your wipe board (_ _ _ _ _ _).
Give your group clues on how to guess the word. You may gradually add letters to help them determine the meaning.

Game 4: Catch Phrase
Materials: Index Cards with words, timer
Time Limit: 1 Minute

Place the pile of vocabulary index cards in the middle of the table. The first person picks up the top card and the timer begins. This person must explain the meaning of the word to get their classmates to guess. Once the word as been guessed, the next person would pick up the next card in the pile and describe the meaning to the class. This continues until the timer runs out. Whoever has the card when the timer goes off gets one point. The person with the least amount of points is the winner.

Game 5: TABOO
Materials: Blank Index Cards, timer
Time Limit: 1 Minute

You need to create TABOO Cards for the vocabulary words you have been studying for reading. The cards should cover all of the words you have been studying, including the 3 Read Aloud Vocabulary Words. Your teacher has a list provided for you. You must create cards for each of the words.

    Example: 
(Word)          Millimeter
(Can’t Say)        Small

To play TABOO, one person has the pile of vocabulary cards and the timer begins. They want to get their classmates to guess the word without saying the word on the index card. If they say the word on the index card, they must discard and get another one. Do as many cards in one minute as possible.

3. Students should review their vocabulary for a comprehension and vocab quiz the following day.

4. To help students prepare for the comprehension section of the quiz, review chapters 1-8 using the discussion questions in student's packets, as well as those used throughout the reading. (see attachment)
 

Assessment:
 

Monitor student's understanding of the vocabulary and comprehension. Use the quiz the following day to assess their understanding.
 

Benchmark or Standards:
 

The Standards for the English Language Arts:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers their knowledge of word meaning and of other texts, and their word identification strategies.

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and to acquire new information.
 

Attached Files:
 

    chapterdiscussionquestions.doc 
    VocabularyGamesChoices.doc 

Week 2 Vocabulary and Comprehension Review

Introduction:
 

Prior to the lesson the teacher needs to determine what vocabulary game the class will be playing (see attached games).

All materials from the vocabulary games sheet need to be collected and prepared prior to the review.
 

Group Size: Any
 

Learning Objectives:
 

Students will understand vocabulary in a variety of contexts.
 

Materials:

1. Game sheet for each group.

2. Vocabulary words and definitions (see attachment)

3. Materials for whatever game is picked. (see below)

Game 1: Stoked About Salad Bowl Materials: Index Cards with words, Wipe Boards, Timer

Game 2: Pictionary Materials: Wipe Boards, Index Cards with words, timer

Game 3: RIVETS Materials: Wipe Boards, Index Cards with words

Game 4: Catch Phrase Materials: Index Cards with words, timer

Game 5: TABOO Materials: Blank Index Cards, timer
 

Procedures:
 

1. Determine the vocabulary review game the whole class or partnerships will be playing.

2. Play the game to help reinforce students' understanding of the vocabulary words. See games and rules below:

Vocabulary Games Choices:
Each week you will have the opportunity to play games to help you remember the vocabulary words for reading. Please refer to the directions below to help you determine what game best suits you:

Game 1: Stoked About Salad Bowl

Materials:  Index Cards with words, Wipe Boards, Timer
Time Limit: 1 Minute each round

Round 1:  Description Round
Get your group to say the vocabulary word without saying the word itself.  You can use a definition, sentence, or any clues to help get the point across.  If you don’t know the word, put it back, and pull out a new word.  Go through as many words as you can in the time limit.

Round 2:  Pictionary Round
Get your group to guess the word from a picture that you drew.  If you don’t know the word, put it back, and pull out a new word. Go through as many words as you can in the time limit.

Round 3:  Taboo or Charades Round
Get your group to guess the word by saying only one word to describe it or you may act out the word.  Choose whichever method works best with you.  If you don’t know the word, put it back, and pull out a new word.  Go through as many words as you can in the time limit.

Game 2: Pictionary
Materials: Wipe Boards, Index Cards with words, timer
Time Limit: 1 Minute each round

Pick a card from the bin. Draw a picture to describe each word. Be detailed with your pictures to help your team figure out the word.  Pick as many cards as you can in the time limit.

Game 3: RIVETS
Materials: Wipe Boards, Index Cards with words
Time Limit: None

Pick a card from the bin. Draw blank spaces for the word on your wipe board. For example, if the word is school, you would draw 6 blank lines on your wipe board (_ _ _ _ _ _).
Give your group clues on how to guess the word. You may gradually add letters to help them determine the meaning.

Game 4: Catch Phrase
Materials: Index Cards with words, timer
Time Limit: 1 Minute

Place the pile of vocabulary index cards in the middle of the table. The first person picks up the top card and the timer begins. This person must explain the meaning of the word to get their classmates to guess. Once the word as been guessed, the next person would pick up the next card in the pile and describe the meaning to the class. This continues until the timer runs out. Whoever has the card when the timer goes off gets one point. The person with the least amount of points is the winner.

Game 5: TABOO
Materials: Blank Index Cards, timer
Time Limit: 1 Minute

You need to create TABOO Cards for the vocabulary words you have been studying for reading. The cards should cover all of the words you have been studying, including the 3 Read Aloud Vocabulary Words. Your teacher has a list provided for you. You must create cards for each of the words.

    Example: 
(Word)          Millimeter
(Can’t Say)        Small

To play TABOO, one person has the pile of vocabulary cards and the timer begins. They want to get their classmates to guess the word without saying the word on the index card. If they say the word on the index card, they must discard and get another one. Do as many cards in one minute as possible.

3. Students should review their vocabulary for a comprehension and vocab quiz the following day.

4. To help students prepare for the comprehension section of the quiz, review chapters 9-17 using the discussion questions in student's packets, as well as those used throughout the reading. (see attachment)
 

Assessment:
 

Monitor student's understanding of the vocabulary and comprehension. Use the quiz the following day to assess their understanding.
 

Benchmark or Standards:
 

The Standards for the English Language Arts:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers their knowledge of word meaning and of other texts, and their word identification strategies.

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and to acquire new information.
 

Attached Files:
 

    chapterdiscussionquestions9-17.doc 
    VocabularyGamesChoices.doc 

Week 3 Vocabulary and Comprehension Review

Introduction:
 

Prior to the lesson the teacher needs to determine what vocabulary game the class will be playing (see attached games).

All materials from the vocabulary games sheet need to be collected and prepared prior to the review.
 

Group Size: Any
 

Learning Objectives:
 

Students will understand vocabulary in a variety of contexts.
 

Materials:

1. Game sheet for each group.

2. Vocabulary words and definitions (see attachment)

3. Materials for whatever game is picked. (see below)

Game 1: Stoked About Salad Bowl Materials: Index Cards with words, Wipe Boards, Timer

Game 2: Pictionary Materials: Wipe Boards, Index Cards with words, timer

Game 3: RIVETS Materials: Wipe Boards, Index Cards with words

Game 4: Catch Phrase Materials: Index Cards with words, timer

Game 5: TABOO Materials: Blank Index Cards, timer
 

Procedures:
 

1. Determine the vocabulary review game the whole class or partnerships will be playing.

2. Play the game to help reinforce students' understanding of the vocabulary words. See games and rules below:

Vocabulary Games Choices:
Each week you will have the opportunity to play games to help you remember the vocabulary words for reading. Please refer to the directions below to help you determine what game best suits you:

Game 1: Stoked About Salad Bowl

Materials:  Index Cards with words, Wipe Boards, Timer
Time Limit: 1 Minute each round

Round 1:  Description Round
Get your group to say the vocabulary word without saying the word itself.  You can use a definition, sentence, or any clues to help get the point across.  If you don’t know the word, put it back, and pull out a new word.  Go through as many words as you can in the time limit.

Round 2:  Pictionary Round
Get your group to guess the word from a picture that you drew.  If you don’t know the word, put it back, and pull out a new word. Go through as many words as you can in the time limit.

Round 3:  Taboo or Charades Round
Get your group to guess the word by saying only one word to describe it or you may act out the word.  Choose whichever method works best with you.  If you don’t know the word, put it back, and pull out a new word.  Go through as many words as you can in the time limit.

Game 2: Pictionary
Materials: Wipe Boards, Index Cards with words, timer
Time Limit: 1 Minute each round

Pick a card from the bin. Draw a picture to describe each word. Be detailed with your pictures to help your team figure out the word.  Pick as many cards as you can in the time limit.

Game 3: RIVETS
Materials: Wipe Boards, Index Cards with words
Time Limit: None

Pick a card from the bin. Draw blank spaces for the word on your wipe board. For example, if the word is school, you would draw 6 blank lines on your wipe board (_ _ _ _ _ _).
Give your group clues on how to guess the word. You may gradually add letters to help them determine the meaning.

Game 4: Catch Phrase
Materials: Index Cards with words, timer
Time Limit: 1 Minute

Place the pile of vocabulary index cards in the middle of the table. The first person picks up the top card and the timer begins. This person must explain the meaning of the word to get their classmates to guess. Once the word as been guessed, the next person would pick up the next card in the pile and describe the meaning to the class. This continues until the timer runs out. Whoever has the card when the timer goes off gets one point. The person with the least amount of points is the winner.

Game 5: TABOO
Materials: Blank Index Cards, timer
Time Limit: 1 Minute

You need to create TABOO Cards for the vocabulary words you have been studying for reading. The cards should cover all of the words you have been studying, including the 3 Read Aloud Vocabulary Words. Your teacher has a list provided for you. You must create cards for each of the words.

    Example: 
(Word)          Millimeter
(Can’t Say)        Small

To play TABOO, one person has the pile of vocabulary cards and the timer begins. They want to get their classmates to guess the word without saying the word on the index card. If they say the word on the index card, they must discard and get another one. Do as many cards in one minute as possible.

3. Students should review their vocabulary for a comprehension and vocab quiz the following day.

4. To help students prepare for the comprehension section of the quiz, review chapters 18-Epilogue using the discussion questions in student's packets, as well as those used throughout the reading. (see attachment)
 

Assessment:
 

Monitor student's understanding of the vocabulary and comprehension. Use the quiz the following day to assess their understanding.
 

Benchmark or Standards:
 

The Standards for the English Language Arts:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers their knowledge of word meaning and of other texts, and their word identification strategies.

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and to acquire new information.
 

Attached Files:
 

    chapterdiscussionquestions18-Epilogue.doc 
    VocabularyGamesChoices.doc