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Created by:

Ana Sarmiento
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Location:
LOS ANGELES, CA
Grade:
6
Subject:
Multiple Subjects
Class Size:
10 to 30
Resources:
1
Recent Resources
  1. Visual Vocabulary
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Materials:

Notebook paper 

Goals:

  • Demonstrate understanding for English vocabulary words in the unit in sentences, visuals and dramatized presentations.
  • Develop vocabulary building skills through visual and performing arts.

Recognize linguistics features of academic vocabulary words introduced in the unit. 

  • Demonstrate understanding for English vocabulary words in the unit in sentences, visuals and dramatized presentations.
  • Develop vocabulary building skills through visual and performing arts.
  •  Recognize linguistics features of academic vocabulary words introduced in the unit.

Resource Instructions

The lesson’s objectives will be introduced during the introduction as well as the expectations for each individual. In addition, I will link the skills to be used to those used in the regular vocabulary development of OCR. I will present the students with a sample of the final product for the activity as well.

Teacher Strategies:

  • Teacher will connect vocabulary words to Spanish cognates for English-Learners who are native Spanish speakers (i.e. astronomy; astronomia).
  • Teacher will use of academic language throughout lesson.
  • Teacher will demonstrating procedures and expectations before students do independent work.

Student Learning Activities:

Students will identify root word (if applicable), Spanish cognate (if applicable), and use context clues provided in text to find meaning of word and part of speech. 

Teacher Strategies:

  • Teacher will connect vocabulary words to Spanish cognates for English-Learners who are native Spanish speakers (i.e. astronomy; astronomia).
  • Teacher will use of academic language throughout lesson.
  • Teacher will demonstrating procedures and expectations before students do independent work.

Student Learning Activities:

Students will identify root word (if applicable), Spanish cognate (if applicable), and use context clues provided in text to find meaning of word and part of speech.

Procedures:

  1. Restate expectations and objectives of activity. Inform them that they will each receive a different vocabulary word from the text being read in the unit.
  2. Show students overhead transparency of worksheet they will be using throughout the activity.
  3. Read headings and clarify what is expected for each heading. (i.e. part of speech: is it a noun? adjectives? verb? etc.)
  4. Choose a word from the vocabulary word envelope (you will have placed the cut vocabulary strips in this envelope). Show students the back of the strip, they should be able to see the page number of where the word was taken from the text.
  5. Show students the word and read word out loud, ask students to repeat word. Select the word compensation.
  6. Ask students if they can help you identify the root word, if applicable for the word that you selected. If student's have a hard time identifying the root word, provide the word to them: compensate.
  7. Show students how you use your own knowledge of Spanish (only applies to ELLs) to find the cognate. In the case of compensate, "recompensa".
  8. Use OCR Anthology to show students how to search for the word in the text. Remind them the page number of where the word was taken is written behind the vocabulary strip.
  9. Once you have found the paragraph where the word is located ask a volunteer to read the paragraph as the rest of the class follows along on their own books.
  10. Show students how you used context clues to identify the part of speech of the word and to clarify the word's meaning.
  11. Inform students that they will complete the visual representation portion and sentence portion after they have confirmed their definition is similar or matches the definition of the vocabulary word glossary sheet (they will be provided this sheet after they have created their own definition).
  12. Show students how you make a visual representation of the word either through a drawing or mini skit.
  13. Ask students to give you each step you did to complete activity. This will determine whether the students were paying attention during modeling and are aware of the objectives and expectations.

Redo steps 5-12 as a class using a different word from the unit.

Extensions:

Teacher Strategies:

  • Teacher will use of academic language throughout lesson.
  • Teacher will demonstrating procedures and expectations before students do independent work.
  • Teacher will provide sample of final product.

Student Learning Activities:

  • Students will draw and/or create a skit to represent the meaning of their vocabulary word. They can work with a partner (if needed) to show meaning of word.
  • Student will compose a sentence using the vocabulary word.

Expected Student Products:

  • Visual representation of word (drawing and/or skit).
  • Sentence using vocabulary word.
  • Completed Vocabulary Word worksheet.
  • Sharing of final product with class (optional).

Procedures:

  1. Student will work independently to create a drawing of their word.
  2. Students who had a verb as their vocabulary word will create a mini action (skit) to show their word using their body and/or props (if needed). They can also ask another classmate to help them (if needed).
  3. After students have completed their handout and are ready to share ask volunteers to share their work. Students who had verbs can share the action to represent their word.

Collect student work.

Assessment:

Visual Vocabulary Rubric

 

Score

Students identifies the word origin (roots), cognates and/or context clues to identify word meaning.  

1-Student has no understanding of a root word.
-Student (ELL) is unable to identify cognate of word.
-Student shows no understanding of context clues.  

2-Student's work shows some understanding of a root word.
-Student (ELL) presents some to identify cognate of word.
-Student shows some understanding of context clues.  

3-Can identify many abstract, derived roots and affixes from Greek and Latin and uses this knowledge to analyze the meaning of complex words (e.g., controversial).
-Student (ELL) is able to identify cognate of word.
-Student shows clear understanding of context clues.  

4-Student show advance understanding of abstract, derived roots and affiexes and uses to analyze the meaning of complex words (e.g., controversial)
-Student can identify synonyms and/or antonyms of word.
-Student shows clear understanding on coontext clues. 

 

Student uses vocabulary word in sentence.  

1-Student's sentence shows no evidence of of understanding word meaning.
-Incomplete sentence (no subject and/or predicate present).
-Uses word to compose simple sentence.  

2-Student's sentence shows some understanding of word meaning.
-Minor sentence structure errors.
-Uses word to compose simple sentence.  

3-Student's sentence shows understanding of word meaning.
-Minor sentence structure mistakes.
-Uses word to compose elaborate sentence.  

4-Students sentence shows clear understanding of word meaning.
-Uses word in complex sentence.  

 

Student shows a visual representation of vocabulary word through drawing and/or skit (action).  

1-Students visual representation of word shows no understanding of word's meaning. 

2-Student's visual representation shows some understanding of word meaning. 

3-Students visual representation shows clear understanding of word meaning. 

4-Student shows advance understanding of word meaning.  

 

 

 

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  • Attachments:

    1. DOCVisual Vocabulary Worksheet... (download)