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The math department uses a variety of vocab organizers with each unit, including Frayer Models and "word, picture, definition" charts.

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For the Mystery Unit, we started by giving students a chart of vocabulary words and asked if they knew them, have heard of them, or have never heard or seen the word before. Each student received a set of vocabulary flash cards to cut out (and baggies) that they can use for studying. (They match the word to the definition.) They made an "answer key" with the definitions before cutting out the cards.

As a warm-up the next day, we had them complete a cloze paragraph that was lacking context clues. Students had to try to fill in the blanks with our mystery words (students all had different answers). We discussed the importance of using context clues in order to determine meaning.

Students were paired up and each pair was assigned one of our mystery words. They had to write an original sentence using their word and include context clues. The goal was for the class to guess what word each group had after reading the sentence. If there were too many choices for what word fit in the blank, then there weren't enough clues. The easier it was to guess, the better the context clues were.

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I used the Frayer Model for math vocabulary. I added two extra sections for students to identify math symbols and make personal connections.

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I use word sorts as a vocabulary strategy in each of our units of study. Word sorts help students develop a deeper understanding of key concepts. Students classify vocabulary words into 5 categories. I usually give them an open word sort in which they chose the categories with their groups. I also use Knowledge Rating Scales where students rate their own knowledge of/ability to utilize vocabulary words and verbs from our units (I know it and I can use it in a sentence, I know it but I'm not sure I can use it in a sentence (write the English meaning), I might be able to guess the meaning, or I don't recognize it).

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I introduce a new word either from a vocab book or from their content areas and use the word in a sentence. Then have the students copy the sentence, find the definition then use the word appropriately in their own sentence with enough context clues to verify understanding of the word.

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I find using a word sort and the Frayer model helps with vocab. acquisition. I modified the Frayer model a bit to have students find synonyms and antonyms, as well as use the word in a sentence.

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I used the List-Group-Label worksheet.  I pasted in the Rise of Civilization vocabulary.  The students worked in groups to group and label.

We also used the Before and After Vocabulary Activity.  Erin revised the form a bit and added the Chapter 4 vocabulary.  The students then paired the vocabulary words and wrote a sentence using both words BEFORE reading.  After reading, they will revise/elaborate upon the sentences.

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I have students work with the vocabulary by having them define the word, draw a picture to represent it, use it in a sentence, and tell what part of speech it is

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Used the Frayer model to work on vocabulary and formula skills for 2D and 3D math models

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I hand out a list of vocabulary words. Students, as a group, then decide if they know the word or heard the word. If they don't know the word, they look it up and put it in a sentence.

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I am trying the Graffiti Wall to help students learn vocabulary from my current unit. This allows students to incorporate art into the acquisition of the definitions.

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Index cards-definition and word on the front. Picture/illustration on the back. Review words weekly.

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I taught my students about science-related word parts.

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I used the Frayer model to help kids focus on specific concepts in a jigsaw type activity.

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Students use graphic organizers around a specific topic, describing vocabulary words around the topic.

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Symantic analysis worked well comparing processes in science like photosynthesis and respiration

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I have students write their definition of vocab words, share in class, modify, read text, revise and then apply to an activity that requires an understanding of the vocab words

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I slightly modified and am using the "Word of the Day" vocabulary strategy in preparation for reading "The Noble Experiment".

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Having students discuss unknown words in advance of learning their definition is helpful. Words can be presented in context  in a sentence and they can use background knowledge and the context clues to make an educated guess about what the word means.  When they plug their guess back into the sentence it often draws attention to the need to change the part of speech of their guess to match that of the vocab word.

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I use visualizing.  I have my students draw or find three images to connect with the word.  When thinking about the word, we can make a picture in our minds or we can show the pictures and the students connect the visual with the vocabulary word.

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Let's share!!!!!

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