Concept Circles Graphic organizer that creates a of math “Which these do The one does not have the not belong” situation. *activating concepts/vocabulary can be represented same answer *summarizing through words or pictures. leave one blank—let them *vocabulary fill it in give the circle parts and have them figure out of the overall concept students can write why their word belongs or why they took out another word as a summarizer Student Dictionary Personalized dictionary. Words should Can be kept in a notebook to reflect student choice—words they selected be used in other team *vocabulary from their reading that they did not know. classes Students can record the sentence they found the answer in, the page #, the contextual definition, the dictionary definition, student sentence, and picture. Bag of Words Word scavenger hunt activity where students pull words from the reading. The Will probably take more *vocabulary teacher can for pulling the than one day to complete provide “rules” word (i.e. one word that shows emotion, one word that replaces said, etc.). Small groups choose the best two words from each category, record them on notecards, and The bags are exchanged “bag them”. and another group creates a skit using those words. Looping Students are given cards or strips of paper. I have. . . Who has. . . One set has a word and the other set has a *vocabulary definition. Students take turn going around the room sharing their strip and listening for the can be done many times “match”. This with the same words. How Well Do I Activity related to a word wall/concept Know These Words wall—students analyze a list of words and organize into categories: Don’t know at all, Have seen or heard but know don’t meaning, I think I know the meaning; I know a meaning
Concept Circles *activating *summarizing *vocabulary Graphic organizer that creates a “Which of these do not belong” situation. The concepts/vocabulary can be represented through words or pictures. math one does not have the same answer leave one blank—let them fill it in give the circle parts and have them figure out of the overall concept students can write why their word belongs or why they took out another word as a summarizer Student Dictionary *vocabulary Personalized dictionary. Words should reflect student choice—words they selected from their reading that they did not know. Students can record the sentence they found the answer in, the page #, the contextual definition, the dictionary definition, student sentence, and picture. Can be kept in a notebook to be used in other team classes Bag of Words *vocabulary Word scavenger hunt activity where students pull words from the reading. The teacher can provide “rules” for pulling the word (i.e. one word that shows emotion, one word that replaces said, etc.). Small groups choose the best two words from each category, record them on notecards, and “bag them”. The bags are exchanged and another group creates a skit using those words. Will probably take more than one day to complete Looping *vocabulary Students are given cards or strips of paper. One set has a word and the other set has a definition. Students take turn going around the room sharing their strip and listening for the “match”. This can be done many times with the same words. I have. . . Who has. . . How Well Do I Know These Words Activity related to a word wall/concept wall—students analyze a list of words and organize into categories: Don’t know at all, Have seen or heard but don’t know meaning, I think I know the meaning; I know a meaning