Vocabulary - Unfolding Meaning
Author: Diane Phillips
School or Affiliation: Sapulpa Middle School, Sapulpa, OK
Endorsed by: These lesson plans are the result of the work of the teachers who have
attended the Columbia EducationCenter's Summer Workshop. CEC is a consortium of
teacherfrom 14 western states dedicated to improving the quality of education in the
rural, western, United States, and particularly the quality of math and science Education.
CEC uses Big Sky Telegraph as the hub of their telecommunications network that allows the
participating teachers to stay in contact with their trainers and peers that they have met
at the Workshops.
Date: May 1994
Grade Level/Subject: 6- 7, Chapter One
Overview:
Many students are unable to "cognitively" connect with new definitions.
Memorizing does not stay with the student. A better way is suggested.
Purpose:
The purpose of this activity, used throughout the school year, is to teach a student to
make "real meaning" from new vocabulary words using the whole language
philosophy.
Objectives:
As a result of this activity, the student will:
- Use the dictionary and the thesaurus effectively
- Be able to explain a definition in his own words and with a "real" story.
- Write a creative story which explains an abstract concept word
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 friendly competition and it
teaches "cognitive processing".
Resources/Materials
dictionaries and thesauruses, chalk board, paper and pencils
Activities and Procedures:
- List a single word on the board each day in an area of the chalk board marked
"vocabulary". Students hurry into the class room and grab a dictionary to look
up the word, to read the definition to the teacher one to one, to explain the definition
to the teacher in students own words, to give a "real" story example of what the
word means. Teacher "cognitively" probes the student for better understanding
and explanation.
- Student makes a 3 x 5 notecard with the word on one side and the definition in the
student's own words on the back side. The example is briefly explained on the back side.
Cards are kept in alphabetical order in a metal recipe box belonging to each child.
- Teacher leads discussion following the first two activities are completed. Teacher
pronounces the vocabulary word and asks for a volunteer to read the dictionary definition
to the class, then asks someone else to volunteer to explain what the definition actually
means. Then, she asks for examples of the meaning. This is all done with the whole class.
Any time someone who is called on has trouble explaining the definition, the student,
himself, can ask for "help" from a classmate and then he must explain what he
"heard" the classmate say.
- On friday of each week, each student gets out one sheet of paper, places one of the five
words for that week on the top of the paper. He then creates a "real" story
that, once read, will explain the definition of the abstract vocabulary word. A few
students will volunteer to read their stories in front of the class. The classmates will
have to guess what word the story defines. (they will have the 5 words for that week still
listed on the board for referral) stories are placed on the bulletin board marked
"creative writing".
Tying It All Together:
Each week the students will have a vocabulary test over the five words for that week.
Students will write the words down from the board and explain the definition in their own
words. Not a memorized definition teacher grades and returns the papers.
Note:
As the students become more proficient in using the dictionary and the thesaurus, the
friendly competition grows. To be the first to find the word and explain it to the teacher
is so exciting for the kids, that they begin loving to use the dictionary. They want to
explain everything they know and get really good at doing it. This is an excellent
self-esteem booster for the reluctant and the underachiever!
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