Small Group and Independent Practice
Use Word Parts to Determine the Meaning of Words (Fifth Grade)
The strategy focuses on how words are put together and looking for similar patterns. Many students do not know what to do when they come to a word they do not know, and this strategy will be helpful to figure out word meaning. Students should think of the question, "Do I know any of the word parts?" Students at this grade level know how to chunk words, and find shorter words within a larger word. Looking at compound words can be helpful to understand the entire word.
Example: The word outfielder. A fielder is someone who plays baseball in a field of a diamond. I know infielders play close to the diamond, so outfielders must be playing outside of the diamond. Compound words and using background knowledge are very helpful when determining the meaning of words.
The strategy focuses on how words are put together and looking for similar patterns. Many students do not know what to do when they come to a word they do not know, and this strategy will be helpful to figure out word meaning. Students should think of the question, "Do I know any of the word parts?" Students at this grade level know how to chunk words, and find shorter words within a larger word. Looking at compound words can be helpful to understand the entire word.
Example: The word outfielder. A fielder is someone who plays baseball in a field of a diamond. I know infielders play close to the diamond, so outfielders must be playing outside of the diamond. Compound words and using background knowledge are very helpful when determining the meaning of words.
Vocabulary Board Games
Board games are an excellent resource to use to help students expand their vocabulary. One example of a board game is to create a simple pathway, containing spaces for players to move. Some of the spaces contain vocabulary words. The directions are as follows:
Board games are an excellent resource to use to help students expand their vocabulary. One example of a board game is to create a simple pathway, containing spaces for players to move. Some of the spaces contain vocabulary words. The directions are as follows:
- A student rolls the die and moves the designated number of spaces.
- If a student lands on a space with a vocabulary word, he or she performs one of several vocabulary activities depending on the guidelines that are set (use the word in a 7-Up sentence, discuss the synonyms or antonyms, or give the definition).
- Other students in the group decide if the answer is correct. If the group members have difficulty agreeing, they can find a way to check the answer (vocabulary journals, anchor charts, or another resource in the room).
- If the player is correct, he or she may roll again. If incorrect, he or she remains on the space and tries again on the next turn.
- The group reserves the right to ask the first person who lands on "Finish" to use any word on the board in a sentence. If correct, he or she wins and if incorrect this player must return to "Start".
Vocabulary Rings
This activity emphasizes the importance of making a retrieval practice a collaborative and fun activity that continues to help build word schema. To make vocabulary rings, students are each provided with a set of index cards and a sheet of labels with the words for the vocabulary cycle printed on them. Under the label, students draw a simple picture to serve as a logographic cue to help them remember the definition. On the other side of the card, they write a seven-word or 7-Up sentence to help them remember the definition. The finished cards are attached to a binder ring and the cards are carried with them like a set of keys. Each time a new card is made it is added to the ring.
Extension:
A game called Line It Up can be used with the vocabulary rings. In this game, students are to line up the cards based on the direction provided by the teacher, "In the first position, put that card that means _______." Students find the card, remove it from the ring and place it on their desk. Students then take turns calling out a definition. At the end of the line, students can flip their cards to see if they have placed them in the correct order.
This activity emphasizes the importance of making a retrieval practice a collaborative and fun activity that continues to help build word schema. To make vocabulary rings, students are each provided with a set of index cards and a sheet of labels with the words for the vocabulary cycle printed on them. Under the label, students draw a simple picture to serve as a logographic cue to help them remember the definition. On the other side of the card, they write a seven-word or 7-Up sentence to help them remember the definition. The finished cards are attached to a binder ring and the cards are carried with them like a set of keys. Each time a new card is made it is added to the ring.
Extension:
A game called Line It Up can be used with the vocabulary rings. In this game, students are to line up the cards based on the direction provided by the teacher, "In the first position, put that card that means _______." Students find the card, remove it from the ring and place it on their desk. Students then take turns calling out a definition. At the end of the line, students can flip their cards to see if they have placed them in the correct order.
Word Colors
In this activity, students have a chance to practice higher-level thinking as they review the definitions of words. Each student receives an index card with a vocabulary word written in marker. The students then use a crayon or colored pencil to shade the background of the card. On the other side, students can write an explanation as to why they chose that specific color to symbolize the word. They should only use one color, otherwise they have a tendency to draw a picture.
Student Example: Red is for segregate because bricks are red and they can separate people.
In this activity, students have a chance to practice higher-level thinking as they review the definitions of words. Each student receives an index card with a vocabulary word written in marker. The students then use a crayon or colored pencil to shade the background of the card. On the other side, students can write an explanation as to why they chose that specific color to symbolize the word. They should only use one color, otherwise they have a tendency to draw a picture.
Student Example: Red is for segregate because bricks are red and they can separate people.
Word Illustrations
In this activity, students can illustrate vocabulary words by combining the word and the meaning into a drawing. The teacher can provide them with a graphic organizer or a chart with each vocabulary word in a separate box. A whole-group lesson will benefit students as they can see how to incorporate the word into the illustration before they are able to try it on their own.
In this activity, students can illustrate vocabulary words by combining the word and the meaning into a drawing. The teacher can provide them with a graphic organizer or a chart with each vocabulary word in a separate box. A whole-group lesson will benefit students as they can see how to incorporate the word into the illustration before they are able to try it on their own.