Understanding content vocabulary is the foundation for all school subjects. In order to make connections to a reading text, choose the correct operation to solve a math word problem, successfully conduct a science experiment, or understand the three branches of government, a student needs a solid grasp on the word choice and syntax of the content. Teaching vocabulary does not have to be an added stress or lesson for teachers. Try one of the following activities to assess your students’ understanding of content vocabulary.
Frayer Model
According to The Teacher Toolkit website, a Frayer Model is simply a graphic organizer with a target vocabulary word where students show their understanding by giving examples and non-examples of the chosen word (United States Department of Education, nd). As the teacher, pre-select the vocabulary you want the students to show they know. You can distribute the graphic organizers to students with the target word already written or students can write the word on their own. The target word is centered on the organizer, and the four boxes around it are to show mastery. Three sections are for the students to provide examples of the target word, and the last section is for a non-example of the vocabulary word. As with any new strategy, this should be modeled for the students with a common vocabulary word before assigning as independent or group work. Students can complete Frayer Models individually, with partners, or as group work, and then present their vocabulary knowledge to their peers. Frayer Models are best utilized to develop understanding of key concepts, drawing on prior knowledge to make connections, comparing attributes, critically thinking to find relationships between concepts, to make visual connections, or as test review. This vocabulary strategy can also be tiered based on student age and ability. Examples and non-examples can be written, illustrated, and can be given parameters. In addition, teacher choice can be used to decide if all sections should be examples, non-examples, characteristics, definitions, or another way to demonstrate knowledge.
Three Column Chart
Practicing vocabulary with a three column chart is an effective and easy to use strategy in the classroom. It can be prepped ahead of time or done spontaneously. I created this vocabulary practice assignment several years ago when my students were struggling to grasp and categorize science landform terms. The three column chart method allows for written and visual support for targeted content vocabulary words. Students can take a sheet of construction paper and fold it into three equal parts, or three columns can be electronically generated and copies made for students. Students record the vocabulary word in the first column. In the second column, they illustrate the word. In the last column, they write a sentence using the word in context. My students were able to use the vocabulary words in class discussions, as well as retain the meanings of the chosen vocabulary, as they showed mastery on assessments and use of these words in their writing. A benefit of this strategy is that you, as the teacher, have the flexibility to give the students as many words as you would like, add or delete columns, or change each column’s task. The three column chart works across all content areas, can be done with text, online, or video vocabulary terms, and can be used as a reference in content journals or as a graded assessment.
Shades of Meaning
If instructional time is being used to teach and retain vocabulary words, we want to see those words being used in the writing of our students. Using shades of meaning provides students with synonyms for a chosen word, and this strategy can be kept as reference material for students to use in reflective or creative writing tasks. A shades of meaning strip can be created by hand or with technology, but a fun way to incorporate this strategy in the classroom is to collect paint strip samples from a local hardware store. You, or your students, select a word from a text or lesson and write it on the first section of the paint strip. On the scale of colors on the rest of the paint strip, synonymous words are recorded to show varying meanings of the targeted word. These can be done as collaborative student group work and posted in the classroom as an interactive word wall for students to access during literacy rotations or writing time. This strategy can also be implemented by students on an individual basis and kept in their content area journal of choice for future reference. The shades of meaning technique gives students a chance to refer to and utilize content vocabulary past the point of instruction. As students read, words can be added to the shades of meaning paint strips as new vocabulary is acquired.
I would love to see how these vocabulary strategies work in your classroom or are adjusted to your content and grade level. If you have a vocabulary activity to share, please leave a comment below!
References
Region 13 Educator Certification Program (ECP) Transition to Teaching grant from the
United States Department of Education. (n.d.). Frayer model. The Teacher Toolkit.
Retrieved October 29, 2021, from
https://www.theteachertoolkit.com/index.php/tool/frayer-model.
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