Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Look up keyword or section
Like this
2Activity
0 of .
Results for:
No results containing your search query
P. 1
Portfolio

Portfolio

Ratings: (0)|Views: 102 |Likes:
Published by rlapp6080

More info:

Published by: rlapp6080 on Mar 23, 2010
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

07/15/2013

pdf

text

original

 
1 |Page 
Vocabulary Portfolio
EDUC 647 
 
A collection of vocabulary activities for the tired teacher.
Hela, Ellouz, Rachel Lapp, & Mandy Reis12/11/2009
 
2 |Page 
Table of Contents
Introduction
……………………………………………………………………………………………………………………………………………3
 
Pedagogical Framework
………………………………………………………………………………………………………………………….5
 
Words in Context
…………………………………………………………………………………………………………………………………….9
 Pitchmen
…………………………………………………………………………………………………………………………………
..10
Silly Homonym Sentences…………………………………………………………………………………………………………12
 Word Map
…………………………………………………………………………………………………………………………………16
 
Word Wizard…………………………………………………………………………………………………………………………….18
 CS
I: Vocabulary…………………………………………………………………………………………………………………………20
 
Word Parts
……………………………………………………………………………………………………………………………………………22
 
Create a Root Tree……………………………………………………………………………………………………………………23
 
Make Silly Words with Word Parts……………………………………………………………………………………………25
 
Three of a Kind………………………………………………………………………………………………………………………….27
 
“Characterizing” Greek and Latin Roots…………………………………………………………………………………….29
 Pneumonoultramicrosocpicsilicovolcanoconios
………………………………………………………………………
31
Word Wall
……………………………………………………………………………………………………………………………………………
.33Mind Reader
…………………………………………………………………………………………………………………………….34
 Wheel of Fortune
……………………………………………………………………………………………………………………..36
 
Concept Wheel…………………………………………………………………………………………………………………………37
 Word Wall Fairy Tale
………………………………………………………………………………………………………………39
 
Erasing Relay……………………………………………………………………………………………………………………………40
 
Left-overs
…………………………………………………………………………………………………………………………………………….41
 
Word Splash……………………………………………………………………………………………………………………………..42
 
Connect All……………………………………………………………………………………………………………………………….43
 
Visual Thesaurus………………………………………………………………………………………………………………………45
 Word Sor
ts………………………………………………………………………………………………………………………………
47
Say the Word……………………………………………………………………………………………………………………………48
 
References
……………………………………………………………………………………………………………………………………………
50
 
 
3 |Page 
Introduction
We have chosen to create a compendium of resources for teaching vocabulary because it is suchan important part of language learning, but is often seen as unnecessary and boring for students andteachers alike. The collection of original and adapted activities has been carefully selected to invigoratestudent interest and to integrate vocabulary instruction into daily learning. Vocabulary learning isinseparable from reading and is nearly inseparable from writing. These skills require that studentsunderstand the words in order to create original thoughts. William Chomsky, father of Noam Chomsky,
said that “We do not first have thoughts, ideas, feelings, and then put them into a ve
rbal framework. We
think in words, by means of words.” In order to urge our students to become creative with language, we
must equip them with the words to use. Words themselves become a strategy for building all skills.According to Associate Supreme Cou
rt Justice, Oliver Wendell Holmes, “A word is not a crystal,
transparent and unchanging; it is the skin of a living thought and may vary greatly in color and content
according to the circumstances and time in which it is used.”
Our first section of vocabulary activities isdedicated to teaching vocabulary in context. We talk about binding and schema and prior knowledge inreading, but the same ideas apply to vocabulary instruction. If binding is to happen in vocabularyinstruction, students need to be able to make as many connections as possible with things they alreadyknow. Students need to make word-concept connections in multidimensional ways. We see vocabularyinstruction as similar to sewing a button on a coat. The button can be placed on the coat and will stickuntil moved. The button will also stay with one piece of thread until moved. However, the more timesthe thread is sewn through the button holes, the longer the button will stay. Contextualized learning of vocabulary not only increases the number of times the threads are sewn, but also enhances the qualityof thread used to sew on the button.

Activity (2)

You've already reviewed this. Edit your review.
1 hundred reads
1 thousand reads

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->