VOCABULARY

cHANDRA pATTON

Competency Goal 6 The learner will apply conventions of application of grammar and language usage.

6.01 Model an understanding of conventional written and spoken expression by:

• determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
• extending vocabulary knowledge by learning and using new words.

TOPIC: VOCABULARY

MATERIALS NEEDED: DICTIONARIES AND THESAURUSES, CHALK BOARD, PAPER AND PENCILS, CHEAP RECIPE BOX LARGE ENOUGH TO HOLD INDEX CARDS

TIME REQUIRED: 20 MINUTES

PURPOSE: THE PURPOSE OF THIS Mini-lesson IS TO TEACH A STUDENT TO MAKE "REAL MEANING" FROM NEW VOCABULARY WORDS USING THE WHOLE LANGUAGE PHILOSOPHY. THIS ACTIVITY WORKS BEST AT THE BEGINNING OF THE CLASS PERIOD. IT GETS THE STUDENT IN THE LEARNING MODE. IT IS EXCELLENT FOR CLASS DISCUSSION AND IT TEACHES "COGNITIVE PROCESSING". THIS ACTIVITY COULD POSSIBLY BE USED AS A DAILY “BELL RINGER” AS WELL.

SCRIPT:

“I’M GOING TO LIST A SINGLE WORD ON THE BOARD EACH DAY FOR YOU IN AN AREA OF THE CHALK BOARD MARKED "VOCABULARY". ALL OF YOU SHOULD THEN GRAB A DICTIONARY TO LOOK UP THE WORD. AS A CLASS, WE’RE GOING TO DISCUSS IT WHEN YOU ARE FINISHED EXAMINING YOUR WORD.”

(CLASS DISCUSSES WORD AND/OR VARIOUS MEANINGS OF IT)

“OK. HOW MANY DIFFERENT SENTences CAN YOU ALL MAKE WITH THIS WORD? AND BE CREATIVE! (ASK AROUND CLASS) WHAT ARE SOME DIFFERENT FORMS OF THE WORD, SUCH AS PLURAL, NOUN FORM, VERB FORM, ETC?”

“NOW, I WANT ALL OF YOU TO MAKE A 3 X 5 NOTECARD WITH THE WORD ON ONE SIDE AND THE DEFINITION IN YOUR OWN WORDS ON THE BACK SIDE. KEEP YOUR CARD EVERY DAY IN YOUR RECIPE BOX.