45. VO-BACK-ULARY (Discussion, Questioning)
Description: This game-like activity can be lively, vocal, and chaotic but is an effective way to review and reinforce word meanings in all subjects, including math.
Application: This protocol is helpful for review of previously learned information.
Process: Have index cards and masking tape for this activity. After a unit of study, but before the class meets, create a list of terms, at least enough for one term per student. From that list, write one term per index card, using all terms. On class day, tape one card to the back of each student, making sure that the student does not see the term. Direct students to walk around the class, giving and receiving clues as needed. Encourage the giver of information to use synonym clues, definitions, examples, etc. to their peers (and not clues such as “sounds-like” or “five letters, begins with R.”) Allow three to four minutes of time for the activity and at the end, tell students to share the assumed term with a neighbor. The neighbor checks and confirms. If there are enough terms, allow students to repeat the activity.
Karen Bromley “Stretching Students Vocabulary”
Description: This game-like activity can be lively, vocal, and chaotic but is an effective way to review and reinforce word meanings in all subjects, including math.
Application: This protocol is helpful for review of previously learned information.
Process: Have index cards and masking tape for this activity. After a unit of study, but before the class meets, create a list of terms, at least enough for one term per student. From that list, write one term per index card, using all terms. On class day, tape one card to the back of each student, making sure that the student does not see the term. Direct students to walk around the class, giving and receiving clues as needed. Encourage the giver of information to use synonym clues, definitions, examples, etc. to their peers (and not clues such as “sounds-like” or “five letters, begins with R.”) Allow three to four minutes of time for the activity and at the end, tell students to share the assumed term with a neighbor. The neighbor checks and confirms. If there are enough terms, allow students to repeat the activity.
Karen Bromley “Stretching Students Vocabulary”
Reference and/or for more information:
45. Vo-Back-Ulary
Bromley, K. (2002) Stretching Students Vocabulary. Scholastic, NY, NY.
http://conversations-with-print.wikispaces.com/Vo-Back-Ulary+Instructions
45. Vo-Back-Ulary
Bromley, K. (2002) Stretching Students Vocabulary. Scholastic, NY, NY.
http://conversations-with-print.wikispaces.com/Vo-Back-Ulary+Instructions