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It's me again, I feel like I didn't share anything too useful but I do feel that Marzano is "tried and true." Attached are some Marzano fun vocabulary games.

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Cosmos are using this doodle sheet that Ariel created this doc that can easily be changed for whatever root is being worked on.

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Flocabulary has a Test-Taking Vocabulary lesson and activities.  Words included: see file below.
https://www.flocabulary.com/unit/test-taking-vocabulary/teacher-resources/overview/

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Happy to see Robert Marzano. I do think his strategies are tried and true. So, this resonates with me and I will give it try.

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Tim, Mary,
20ish years ago, I had the orchestra students keep a piece of cardstock in their music folder. It acted as their music vocab notebook. It was very open-ended. Some drew pictures of words, some just listed words. I'm planning something similar for this year.
(Betsy)

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You can import lists from Quizlet directly into Gimkit and it will make a game for you!

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Flocabulary even has "test taking" vocabulary!

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Jen K.

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Use Triple Venn Diagrams to compare 3 main concepts. Science uses this when teaching States of Matter (Solids, Liquids, and Gases) as well as Volume Measuring Tools (Erlenmeyer Flasks, Beakers, Graduated Cylinders) . Sample below (Malcore)

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Each dept has a color; Red=ELA, Yellow=Encore, Green=Math, Blue=Science, Purple=SS - one person in each dept has the link or fill out the sheet above and I'll fill in this doc

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Dept. Word Chunks on the steps - I would like each dept to fill in their chunks, so I can get them up and Michelle has them for announcements.

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Dept. Word Chunks on the steps - I would like each dept to fill in their chunks, so I can get them up and Michelle has them for announcements.

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Horace Mann Word Chunks for Announcements

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Building Vocabulary - Arts Integrated Strategy

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Building Vocabulary - Arts Integrated Strategy

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More great ideas for shades of meaning - extending the strategy to multiple content areas. (Jessica)

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"Many research studies show that vocabulary is the best single indicator of intellectual ability and an accurate predictor of success in school." (Elley, W. B. 1988 New Vocabulary: How do Children Learn New Words)

Whether you are a specialist, a general academics teacher, building aide or bus driver, every adult that interacts with students is a teacher of vocabulary. Students need to build vocabulary, especially academic vocabulary, from an early age. Especially those who come from disadvantaged homes.

"A child's vocabulary is their passport to understanding and interpreting a wide range of texts. Unfortunately, many children from low-income settings enter school with significantly smaller vocabularies than their more economically advantaged peers. Hart & Risley's (1995) research with young children showed a 30-million word gap by age three. This gap has an enormous impact on school success, with longitudinal research showing a strong correlation between the richness of vocabulary at age three and language test scores in vocabulary, listening, syntax and reading comprehension at ages 9 and 10." ( www.earlychildhoodwebinars.com/presentations/proven-strategies-early-education-administrators-can-use-to-help-teachers-close-the-vocabulary-gap-in-their-classrooms/ )

Shades of Meaning

When tasked with teaching such an essential and challenging topic, arts integration can help. Just reading an ELA standard with the words "Distinguish shades of meaning..." is like a neon sign flashing "natural connection to visual art!" I've seen many activities that teachers have created using paint chips to show gradients of synonyms. This is a wonderful idea!

However, if we pull in color theory, we are able to teach the element of value as it relates to visual art as well as shades of content vocabulary, deepening understanding for both. With the following activity, students create their own "shades of meaning" vocabulary station to use again and again throughout the year.

Connecting Shades of Color and Shades of Meaning

1. I begin by reviewing the visual art element of value. In art class, my 3rd-grade students learn about tinting and shading. I find that it is helpful for them to hear a brief explanation of the concept from me as well. Not only does this remind them of their prior knowledge, it helps bridge the vocabulary connection from the art room to my room. This video is helpful for beginning the conversation about value with intermediate students. (Note: Value is typically a word that naturally connects in visual art, math and music, referring to a higher or lower amount. When placing words on the lighter end of a continuum, it does not mean that the word is a "weak" word to be replaced when revising a writing piece. I explain that the word value relates to the intensity of the word in relation to the context of the sentence.)

2. Next, I explain that just like color, words can have different "shades" or gradients. Share the words, faint, blinding, bright, and dim. Together as a class, put them in order of intensity. (Find these and more, with an activity, for free here. )

3. Explain that we are going to match these shades of meaning with shades of color. This can be done with pre-made paint strips, but to truly have students understand the color theory and idea of color value, it is best to have students make their own paint chips. (As a helpful perk, this blows engagement through the roof.)

Making Our Own Paint Chips:

Here are directions for making paint chips from Theresa Gillespie at Splats, Scraps, and Glue Blobs:

1. "I give students two 9×12 papers (one at a time). The first we fold into 4 sections.

2. On a palette (I use paper plates... 3 schools... no time to clean) I give students their choice of color and white.

3. First, they paint one section the pure color.

4. The next step is to add a little white to the color to make one tint - paint another section with that.

5. Add more white paint to make a lighter tint and paint another section.

6. The last section should be white with just a bit of color to paint the last section.

7. The other paper is split into 3 sections.

8. I have the students fold the paper in half and then divide one of the halves into 2.

9. Give students their color and some black.

10. For the 2 smaller sections they should add a small bit of black to the color to make a shade... then a bit more black for the other shade... and then even more for the darkest shade that will fill the larger section."

I would suggest cutting the 9×12 papers lengthwise so that students complete the activity with 4.5 x 6 size paper, making sure that students label the back with their name. After the painted papers dry, laminate them all, finally having the students help to cut them.

Putting it Together: Semantic Gradients - Shades of Word Meaning:

1. Remind students of the word intensity ordering they did as a class. Try a new set of words together, and Explain that these words can be placed on a continuum, and they can also be matched with color value to show their intensity. Demonstrate this with a dry erase marker on one of the laminated paint swatches, writing the word with the least intensity on the lightest color, to the word with the most intensity on the darkest color. Provide students with more word groupings (found show it on a continuum such as the one found here. here and here), and allow them to work as partners or teams to order the intensity of their words on their own paint swatches with a dry erase marker. Have a few groups present their work, and have the class determine if they agree or disagree with the word order, sharing their rationale for the order.

2. Once students have participated in this scaffolded activity, they are prepared to do this as an independent station or activity throughout the year. As students master the idea of word gradients, their written and spoken vocabulary will grow tremendously. As an alternative to erasing the paint chips, posting the finished products and rotating them can provide students with easy access to synonyms when writing.

Extending the Strategy to Multiple Subjects:

The idea of "shades of meaning" could also apply the idea to other art forms. Once students have grasped the concept visually, they will be able to transfer it to movement. In ballet, students could order the intensity (essentially comparing and contrasting) , , grand battement . In the art of tap dance, they could rank the intensity of sounds: brush, scuff , stamp, stomp. This could lead to music, where students could rank the intensity of volume: the lightest tints are pianissimo, and darkest shades are fortissimo. And finally with theater, by ranking the intensity of emotions. Have students practice acting out degrees of emotion. What subtle changes can we make to express the intensity of the words as they increase? This, of course, circles back around to enhancing the use of vocabulary in writing and storytelling.

Looking for more? There are many resources to extend or further explain this idea. Before getting lost in a sea of Pinterest links, find a few curated ones below!

Element of Value:

Semantic Gradients

Shades of Color/Shades of Meaning Paint Chip Activities:

Word list ideas:

Dyan is a third grade teacher in a public school district in Lancaster, PA and has over 16 years of classroom experience. With a Masters of Science Education and a passion for dance and music, she strives to integrate the arts into the curriculum whenever possible. Dyan has a background in teaching advanced learners, and is devoted to using project based learning to help her students achieve 21st century learning skills and master the PA Core Standards.

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Building Vocabulary is Easy with this Arts Integrated Strategy

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We are able to teach the element of value as it relates to visual art AND shades of content vocabulary, deepening understanding for both.

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"There are several extension ideas. You can adapt this lesson to help with synonyms, antonyms, and analogies. I like to put the completed cards on a binder ring and hang it in my classroom. Students can flip through the cards when revising their writing and use the word ring as a classroom thesaurus." - from http://www.classroomfreebiestoo.com/2016/11/shades-of-meaning-vocabulary-activity.html
(Jessica)

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I've noticed some great examples of Word Splash posters hanging up all over our school! (Jessica)

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Read-Alouds/Listen-Alouds, Visualization and Composition - oh my! I love this article and there are some great reminders in here from "Inspired by Listening." (I will post an example of an activity we recently completed in choir.)

This ties in with what Jenn M. sent out the other day about students connecting our global read-aloud to lyrics. (Jessica)

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Music and literacy go hand in hand.

This may not seem apparent at first, but when you dig deeply, it's amazing how many connections the two really have. Take the natural connection between lyrics and literacy. Lyrics are the words in music and if you take lyrics of your favorite songs and recite them, you have poetry. Most lyrics also often tell a story. In many cases a song is a form of storytelling.

You may also quickly see the connection between music sound tracks and story lines or plots. Often we can tell just by the music in a movie when something scary is about to happen. The music enriches the drama on the screen and we wait in anticipation for something to happen. In contrast, a feel good movie will have feel good music. You may not even notice it is there, but the music is setting the atmosphere for the story line.

There is a great potential for teachers to use the motivating power music has to help students practice and understand reading and writing concepts and strategies. Here are a few we will be discussing at the Music and Litercay webinar I will be conducting during the Connectivity virtual conference.

Read-Alouds and Listen-Alouds

The key to using music to help teach literacy is in drawing from what students already know and love-in this case, listening to music-and pointing out parallels between the two. A great way to bring this connection to the forefront of your students' minds is to share listen-alouds just as you would read-alouds.

Read-alouds are used to share experiences, model good reading strategies, and build community. Music can be used the same way. When you share active listening experiences with your students, you are doing something special with your class, and as you listen, you can also model good skills that transfer to literacy.

Visualization

Encourage students to close their eyes and describe what they imagine when they listen to music. Then draw their attention to how this parallels with reading. They may see abstract lines and colors, they may see a story unfold, or they may visualize the video that goes with that particular song. Visualization is a huge key to comprehension. And, practicing this skill with music can be a fun way to practice it.

The BME Rule

In my room I have a sign that says, "The BME Rule - Every Good Piece of Writing is Following It!" I refer to this rule throughout the year as we write, as we read, and as we listen to music. "Every good piece of writing (and music) has a beginning, middle and end," I state. We listen to music and listen for the B, M, and E. Then, we transfer these concepts into our writing and reading. Doing this helps the concept stick. We even spend an entire week's worth of listening time listening to the beginnings of pieces of music to understand how composers grab the listener's attention, just as authors try to grab the reader's attention at the beginning of a story.

Composition and Writing

These two processes are so similar! What better way to explore the writing process than with music?! Musical creation, or composition, is nearly identical to the writing process that we teach our students. Composers go through the same stages of writing music as authors do with writing: prewriting, drafting, revising, editing and publishing. You can bring these ideas to students' attention. Or, better yet, provide the opportunity to go through the process by composing their own music.

Sometimes making students aware of these parallels can be powerful. It's like showing them they have control over their own learning experiences while discovering how they use these skills and strategies with music. Providing these opportunities for your students can help them to understand what literacy is all about - enjoying a story, thinking about a story, and learning with and through a story, just as they do with music. When the students apply these literary concepts to music, things can become more clear.

I am excited to share more about these and other ways music can help your students with literacy. For more on how to implement active listening experiences into your teaching, please check out this teacher resource book: Inspired by Listening
Elizabeth Peterson teaches fourth grade in Amesbury, Massachusetts and is the host of Email Susan www.theinspiredclassroom.com, where she blogs regularly on arts integration and other educational topics. Elizabeth is the author of Inspired by Listening, a teacher resource book that includes a method of music integration she has developed and implemented in her own teaching. She teaches workshops and offers courses on the integration of the arts into the curriculum and is looking forward to The Inspired Classroom's annual Teacher Art Retreat where creative teachers will come together for some inspiring professional development.

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Music and literacy go hand in hand. This may not seem apparent at first, but when you dig deeply, it's amazing how many connections the two really have. Find out how here!

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Vocab Journal - on Slides. Focus on roots - a google slide version of the Doodle Idea for the roots.  (Andy)

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Vocab Journal - on Slides. Focus on roots - a google slide version of the Doodle Idea for the roots.  (Andy)

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Bridget shared this list with me. It's a bit overwhelming, but take a look when you get a chance.
-Jen

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This document was created using padlet - Jenn McMahon can help

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Different language games where students are required to answer questions on targeted vocab: association, synonyms, antonyms, true/false statements about vocab, etc.

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Laura Schlaak

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Create your own educational games, quizzes, surveys, and web pages. Search millions of games and quizzes created by educators around the world.

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Matching game - kids love trying to get to the top of leaderboard! -Ryan A

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Similar thought as Mary and Tim, a method to house the work students have done with their vocabulary.  Create some type of online portfolio / journal or a hard copy so students create their own vocabulary resource to track what they have completed with their vocabulary analysis.  (Andy)

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Similar thought as Mary and Tim, a method to house the work students have done with their vocabulary.  Create some type of online portfolio / journal or a hard copy so students create their own vocabulary resource to track what they have completed with their vocabulary analysis.  (Andy)

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Students are introduced to word, describe it, and then say what it is and what it  isn't.  This works with a few crucial vocabulary words.  Works great with big concept words. The examples and non examples can be visual and word representations.  Below is sample of a Frayer Model using the concept Frayer Model. (Malcore)

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It's not a game, per se, but just an engaging way to apply and practice their learning. It is somewhat competitive, as students can see who is in the lead among all our classes.

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As words come up in the book of interest, I write them on the board with definitions and we discuss

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Would it be worth it to have some sort of notebook where kids keep vocab words from classes, reading, etc? Or is this a dumb idea? (mary)

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In creation now - vocabulary from math will be categorized and placed on wall for the school year.

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The program I'm using (Words Their Way Vocabulary Grades 6-12) has a reproducible "Vocabulary Routine" where partners use a chart with 3 columns(Define It, Demonstrate It, Apply It). The Apply It column asks them questions to stretch their thinking about the word. Students discuss this, rather than writing it down.

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Students used Google Earth to locate, identify, and screenshot real world examples of geographical land features such as a mountain, delta, tributary, and others. Instead of just seeing a picture of the land feature, they actually had to search for, locate, identify, and capture(through a Chromebook screenshot) the feature on a 3D map. Perhaps most importantly, Google Earth ALWAYS engages students. It's important to be strict on their use of it since it's such a highly distracting application(especially for sixth graders).

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Tuesday -Current Events and Thursday - Choice
Students are asked to watch and do the quiz afterward twice a week.

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A coordinated system for vocabulary instruction.

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A coordinated system for vocabulary instruction.

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I don't like how what I'm doing now is kind of hodge-podge, episodic, hit-n-miss vocab.  I know Michelle Burns does an interactive vocabulary notebook that I want to learn more about.  I would like to learn more about the systems or procedures or whatever for teaching vocabulary. I'm interested in developing a more cohesive system of vocabulary instruction.  I think it'd be nice, even, to think about something like this house-wide.  -Tim

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Explaining Analogies - kind of the next step to filling in the blank - student needs to EXPLAIN HOW they new that was the answer / explain the relationship between the 1st 2 words - allows student to practice and demonstrate oral language and reasoning skills. (Lara) 

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Explaining Analogies - kind of the next step to filling in the blank - student needs to EXPLAIN HOW they new that was the answer / explain the relationship between the 1st 2 words - allows student to practice and demonstrate oral language and reasoning skills. (Lara) 

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Molly Hungerford - Calypso ELA
Students join a class through a Schoology link. They can practice vocabulary sets for each unit. They practice on their own and with each other. (Shout out to Shelley for teaching me about Quizlet Live!)

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Quizlet is a lightning fast way to learn vocabulary.

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In their vocab notebooks, students select a word from the weekly list(related to a prefix, root, suffix), jot their own definition or their own sentence using the chosen word and then sketch a drawing/symbol of the word's meaning.

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Books such as Amelia Bedelia to get through

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Jen Kuenster

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Learn the different styles of analogies. Display analogies for the students to discuss.
Could easily post on Schoology for Horace Mann. (Tricia)

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Shelley

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Students can read the daily comic and write a statement about what they "get" from the picture & phrase. Students/Staff could create so each step could be done with the idea. --just a vehicle for this application.
Could easily post on Schoology for Horace Mann. (Tricia)

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Mary Greene (actually Frankie)

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Book of games can be played small and large group. All steps will likely be used in these games. --just a vehicle for this application. (Kids can then build their own). (Tricia)

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Flocabulary - Educational Hip-Hop - Flocabulary

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Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary's educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

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Jenn McMahon
Students can explain using words or by drawing.

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Jenn McMahon

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Jenn McMahon's video

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Laura Schlaak

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.