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Students have a new vocabulary book that they keep all year. During guided reading, if there is a new word in their book that students cannot use context clues to figure out then we add them to the book. I give the definition to the students and have them talk about an example. Then they share and write in the book. They need to write a definition and draw a picture.

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1= I have never seen this word
2= I have seen it, but don't know it
3= I think I know it
4= I know this word and can use it

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Students are applying the concepts they are learning in their word sort. Not just sorting the words.
- Finding their word pattern for the week in their guided reading books
- Using poetry with words that are in the spelling pattern for the week

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semantic mapping for meaning and unit study

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semantic mapping for meaning and unit study

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use prefixes and suffixes to create words

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1. Have students write sentences confirming their understanding of a new word, using more than one new word per sentence to show that connections can also be useful.

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Students are acquring SAT Words each day using a graphic organizer

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Students are acquring SAT Words each day using a graphic organizer

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Use the pictures from picture/sound sorts for students to write stories or sentences. They stretch and spell the words as they use them in a meaningful context

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I encourage my students to really make meaning of the word by using it in a detailed sentence.

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building words with prefixes and suffixes, roots and stems

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building words with prefixes and suffixes, roots and stems

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Pre-Asssement of Vocabulary words strategy. This strategy helps the teacher and the students recognize what they know or may not know about a word. 

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Pre-Asssement of Vocabulary words strategy. This strategy helps the teacher and the students recognize what they know or may not know about a word. 

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I encourage my fifth grade students to use this strategy in order to develop a deeper meaning of the vocabulary words introduced in class. The meaningful sentence is a part of this activity that requires the students to show their knowledge of the word on a deeper level.

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For students with special needs participating in a life skills curriculum, students use multimedia sites where they can hear the words. They are also provided with pictures or photographs and explicit instruction when working with vocabulary.

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For students with special needs participating in a life skills curriculum, students use multimedia sites where they can hear the words. They are also provided with pictures or photographs and explicit instruction when working with vocabulary.