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Vocabulary Development Instructions Access
the Master Vocabulary List Step
#1 Set Goals - Give each students a printed copy of the Master Vocabulary
List. Each student sets a goal for how many new words he or she wants to
learn to read, write and pronounce correctly each week. Students can use
the Goal
Sheet to track their progress. Step
#2 Practice Through Games - Students should choose the sets of words that interest
them most and learn those first. During independent work time, students
can use the playing cards alone, with a partner, or in a small group.
Here are some of the options: ·
5 Minute Fillers: While students are waiting in
line or whenever you need a five-minute filler, use the red and green
cards (26 total) from any deck. Ask a student to place one card
face-down on each student’s desk or hand each student a card from the
stack. After everyone receives a card they try to find the partner with
a matching card. Partners call out their cards for a group-check for
accuracy. ·
1 player - Labeling: Print
a copy of a deck of cards. Just click on any pictures in the Master
Vocabulary List and print a deck of cards for a specific word list.
Students can cut out the cards and use them to label the terms at home.
Taping a card to the item it matches is an excellent way to learn new
words. It is also an excellent way for Limited English Proficient
parents to learn at home with their child. ·
1 player - Matching:
Using only the green and red cards, match each green to a red card, then
check your answers with the black word list card. ·
2 players - Go Fish:
Each player gets 4 cards and the rest are placed face-down. The first
player tries to complete a match by asking the second player if he or
she has a specific card. The player should say the Spanish and English
words. ·
2 players - Old Maid: Play
just like Old Maid only use the Word List in each deck as the Old Maid.
Students should say the English and Spanish terms each time they make a
match. The player stuck with the Word List at the end of the game is the
loser. ·
2 players - Face Off: Each
player gets 26 cards. Both players face each other. Player #1 reads
either the Spanish or the English term from a card. If player #2
correctly says the second language equivalent, player #2 gets the card
an places it face down in his winnings pile. If answered incorrectly,
the first player keeps the card in his winnings pile. The winner is the
player at the end of the game with the most cards. ·
2 - 4 players - Straws:
Directions are provided in each deck of cards. This fast-paced game will
elevate your students' attention to quick recognition of second language
terms. ·
4 players - Pyramid:
After students have mastered words in at least 6 categories, students
can pair up in teams of two players. One player in each team gives clues
and the other player receives clues. Use the black or blue cards to play
Pyramid like on TV. The player giving clues calls out the Spanish or
English words as his partner tries to correctly say the matching second
language word. Keep score of each couple's correct guesses within the
30-second limit. Couples can play several rounds to see who will qualify
to play Giant Pyramid. ·
Whole Class Participation - Giant Pyramid:
After the top two players have been identified from playing rounds of
Pyramid, those players must decide which one will give and which one
will receive clues. The one giving clues faces the blackboard and the
one receiving faces the class. Draw 5 boxes on the board, one on the top
row, two beneath it and three on the bottom row. In each box, write a
category of words the student has mastered. The player giving clues
begins when the teacher or host says to begin. The player receiving
clues has 2 minutes to name all categories correctly. Since the
Master Vocabulary List includes 5 categories on a printed page, each
page can be used to make a pyramid. Eleven pyramids are included in the
Master Vocabulary List. Step #3 Monitor Your Progress - Students
use the last page of the Master Vocabulary List to create lists of their
own based on their individual communication needs. Students complete the
date section of each category after it has been mastered. Students
should use their Master Vocabulary List and highlight the words they
miss. |
