Vocabulary
The limits of my language
mean the limits of my
world
Ludwig Wittgenstein, 1889-1951, Tractatus Logico-Philosophicus (1922)
LAC Toolkit
VOCABULARY
Table of Contents
Table of Contents
Preface/Rationale
Importance of Vocabulary .............................................................. Page 1
How to Teach Vocabulary .............................................................. Page 2
Vocabulary Knowledge Rating
Vocabulary Knowledge Rating ....................................................... Page 3
How Well Do I Know These Words? .............................................. Page 4
Poetry Vocabulary Knowledge Rating ............................................ Page 5
Vocabulary Charts
K.I.M. Vocabulary Chart ................................................................. Page 6
K.I.M. Vocabulary Chart Template ................................................. Page 7
Vocabulary Prediction Chart........................................................... Page 8
Most Important Words Chart Template ......................................... Page 9
Feature Analysis Chart ................................................................... Page 10
Word Map Template ....................................................................... Page 11
Word Map Rubric ........................................................................... Page 12
Word Map Example ........................................................................ Page 13
Common Prefixes Chart ................................................................. Page 14
Common Suffixes Chart ................................................................. Page 15
Root Word Chart ............................................................................ Page 16
Multiple-Meaning Words Chart ....................................................... Page 18
LAC Toolkit
VOCABULARY
Table of Contents
Table of Contents (continued)
Vocabulary Cards
Vocabulary Four Square Template ................................................ Page 19
Vocabulary Cards Taken to the Next Level .................................... Page 20
Multiple-Meaning Words Cards ...................................................... Page 21
Extending and Refining
Most Important Words + Summary................................................. Page 22
K.I.M. Vocabulary Chart + .............................................................. Page 23
Multiple Meaning Word Draw ......................................................... Page 24
Vocabulary Games/Activities
Wordo ............................................................................................ Page 25
Wordo Game Board ....................................................................... Page 26
Vocabulary People Search ............................................................. Page 27
Vocabulary Information Search ...................................................... Page 28
Preface/Rationale
LAC Toolkit
VOCABULARY
Preface
Page 1
Vocabulary Instruction
Importance of Vocabulary:
•
The singular importance of vocabulary has become a powerful insight to raising
achievement.
• The words we know help us organize our learning.
• The creation of labels (words) is our tool for increasing learning.
• Vocabulary instruction should be a focal point for learning, especially for students
impacted by poverty.
• Vocabulary instruction is an excellent advance organizer but also must be taught
in context.
______________________________________________________________________
Importance of Vocabulary in Kindergarten
•
A child from a family at or below the poverty line hears 600-700 words per hour
at 12-18 months old. (K = 5000 words)
•
A child from a middle income family hears 1200-1300 words per hour
at 12-18 months old. (K = 9000 words)
•
A child from an upper income or professional family hears 2900-3100 words per hour
at 12-18 months old. (K = 15,000 – 20,000 words)
____________________________________________________________________________
Learning Concepts, Inc. © 2004
“Vocabulary knowledge is related to and affects comprehension. The relationship
between comprehension and word knowledge is unequivocal”.
Davis (1944, 1968)
“Vocabulary instruction must change depending on the degree to which students
must be able to access a given word”.
Beck, McCaslin, McKeown (1980), Kameenuui et. Al. (1982)
“Word knowledge is not an all or none proposition. Words may be known at different
levels (Unknown, Acquainted, Established)”.
McKeown & Beck (1988)
“Vocabulary acquisition is crucial to academic development. Not only do students
need a rich body of word knowledge to succeed in basic skill areas, they also need a
specialized vocabulary to learn content area material”.
Baker, Simmons, and Kameenui (1995)
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VOCABULARY
Preface
Page 2
Five reasons for teaching vocabulary
• Increase reading comprehension
• Develop knowledge of new concepts
• Improve range and specificity in writing
• Help students communicate more effectively
• Develop deeper understanding of words and concepts of which they were
partially aware
Janet Allen (1994)
How to Teach Vocabulary:
In the elementary grades, teachers should spend a minimum of 30 minutes/day on
vocabulary instruction, spread across the curriculum, with 3-5 new words introduced
each day. In the upper grades, appropriate time decisions can be made for using
vocabulary as a pre-reading activity for content areas. Review is critical, considering
the limited vocabularies of our struggling students, requiring 30-40 exposures to
remember words well enough to use in their writing.
The activities/strategies in this section can be adapted for any grade level.
•
•
•
•
•
•
•
•
Don’t make students look up every word in the glossary or dictionary.
Push students to use context clues for meaning.
Use vocabulary activities prior to and after reading.
Focus on prefixes/suffixes.
Practice categorizing, sequential ordering and visualization.
Scaffold words – common>less common
Use graphic organizers to help students monitor their thinking and understanding
of vocabulary and to assess and build on their prior knowledge.
Through discussion, students learn from background knowledge and
experiences of others and make new connections to the vocabulary words.
Sources:
• Janet Allen. Words, Words, Words: Teaching Vocabulary in Grades 4 - 12, 1999.
• Nancy N. Boyles. Constructing Meaning, 2004
• Jerry Johns, Susan Lenski, Roberta Berglund. Comprehension and Vocabulary Strategies for the
Elementary Grades, 2006
• Learning Concepts, Inc. © 2004
• Susan Davis Lenski – [email protected]
• www.readwritethink.org. © 2004 IRA/NCTE
• www.VocabularyA-Z.com
Recommended Reading:
Beck, McKeown & Kucan, Bringing Words to Life, Guilford Press, 2002, NYC, NY
Vocabulary
Knowledge Rating
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VOCABULARY
Vocabulary Knowledge Rating Chart
Intermediate Grades – High School
Page - 3
Vocabulary Knowledge Rating Chart
The Vocabulary Knowledge Rating Chart is a pre-reading strategy designed to
evaluate student’s prior knowledge of a topic by having them rate how well they
know the content vocabulary words. The teacher identifies the terms needed to
understand the concepts to be learned. This list of words is given to the students
to rate how well they know each term. Using this strategy, students are elevated
from the lowest level of Bloom’s taxonomy (define) to the highest (evaluate).
Step-by-Step
1. Introduce the strategy to students by explaining that this is designed to get
them thinking about the text material to be covered, and that they will rate
each term according to how well they know its meaning.
2. Provide students with the words either on the overhead or on a
reproduced sheet.
3. When students complete their ratings, teachers may collect the sheets
and tally how many students knew each word. This indicates students’
prior knowledge of the topic both individually and collectively as a class.
4. The unfamiliar words can be defined, or used in a sentence as a post
reading or during reading strategy.
5. Instead of tallying the sheets, teachers may choose to discuss the words
with the class, asking them to share their prior knowledge of known terms
and make predictions concerning the meaning of unknown terms.
6. This authentic assessment informs the teacher’s instruction by indicating
how much pre-reading instruction will be necessary for critical reading as
well as identifying words for explicit vocabulary instruction. It also allows
the teacher to differentiate instruction based on a student’s need.
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Vocabulary Knowledge Rating Chart
Intermediate Grades – High School
Page – 4
How Well Do I Know These Words?
Directions: Teacher says word, reads word in context of a sentence, then gives
opportunity to discuss the word, sentence, and possible meanings with a partner.
Next the student writes the word and rates his/her knowledge of its meaning.
After reading or instruction, student completes the chart with a definition or
sentence using the term correctly.
TERM
Harbor
No
Knowledge
Have
seen
or
Heard
X
Can
define
X
Definition and/or sentence
To give shelter to, or to hold to a
thought…
My brother gives harbor to the idea that I
will let him drive my car.
Janet Allen. Words, Words, Words: Teaching Vocabulary in Grades 4 - 12. © 1999
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Vocabulary Knowledge Rating Chart
K – Intermediate Grades
Page - 5
Poetry Vocabulary Words
Never heard of it
Heard of it, but
don’t know what it
means
Know it and can
explain it
rhythm
personification
emotions
rhyme
message
End of Lesson:
What is poetry?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Vocabulary
Charts
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VOCABULARY
K.I.M. Vocabulary Chart
All Grades
Page - 6
K.I.M. Vocabulary Chart
There are two formats you can use to apply the K.I.M. Strategy to your
vocabulary lessons. Each of them encompasses the idea that many students are
helped to remember new words and ideas when the new concept is
accompanied by a visual clue. If the memory/picture clue is generated by the
students themselves, then retention is even greater.
The key word is listed in the graphic organizer under the letter “K” and the
information/definition is listed under the letter “I”. Under “M” the student will
create a sketch which will help to remind the student of the word’s proper usage.
The teacher may also require that a sentence be written with the word, and room
for that is provided on the second graphic organizer.
Suggestions for Usage: Committee members who tried the strategy on page 9
suggested using this graphic organizer in conjunction with playing Word-o, Allow
the students to decide as a group which words are the most important words of
all. Use this activity as a pre-reading activity and then review the words after the
reading to see if opinions have changed now that the material has been read.
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K.I.M. Vocabulary Chart
All Grades
Page - 7
K.I.M. Vocabulary Chart
K
Key Word
I
Information
(Definition of Word)
Drought
Little or no rain over a
long period of time
M
Memory Clue
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VOCABULARY
Vocabulary Prediction Chart
K – High School
Page - 8
Vocabulary Prediction Chart
What is a Vocabulary Prediction chart?
A vocabulary prediction chart is a context based activity used before reading to
tap prior knowledge and after reading to confirm or show newly acquired
vocabulary knowledge.
How Does it Work?
The student chooses five words from the assigned reading or the teacher preprints the words on the chart. Students predict what they think the words mean
prior to reading. After reading, the students use context clues or the glossary to
tell what the words actually mean.
Word
What I Predict the Word
Means
What I Learned the Word
Means
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Important Words Vocabulary Chart
Intermediate Grades – High School
Page – 9
Mirror, Mirror on the Wall,
What are the Most Important Words of All?
Name: ______________________________ Date: ______________________
Text: ___________________________________________________________
Find _____________ words
Word:
Reason:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Nancy N. Boyles, Constructing Meaning, © 2004
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VOCABULARY
Feature Analysis Chart
Intermediate Grades – High School
Page – 10
Feature Analysis Chart
This strategy serves to activate prior knowledge and compare vocabulary terms
prior to reading a selection. Along with vocabulary development, feature analysis
is a good strategy for relational concept building. Students compare what the
word means and how they relate to one another. This type of discussion can
help lay the basis for rich and detailed comprehension.
Students fill in the chart and compare how things are different and how they are
alike. It can be used with all different levels of text difficulty. It is especially
helpful in comparing science and social studies concepts. The following example
of a feature analysis chart shows how a child might use the strategy to
understand the definition of a mammal.
Key
Words
Dog
FEATURES
Fur
Nurses
Young
X
X
Snake
Whale
Scales
Fly
Swim
X
X
X
Cold
Blooded
X
X
Penguin
X
Turtle
X
X
Johns, Jerry L. and Lenski, Susan Davis. Improving Reading. 1997, Kendall Hunt Publishing.
Dubuque, Iowa
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Word Map Chart
Secondary Level
Page - 11
Name: _______________________________________
Word Map
Date: _______________________________________
4
5
(synonym)
(antonym or non-example)
1
3
6
(Vocabulary Word)
Page Number
________
(the matching
dictionary definition)
2
(sentence or phrase from the text)
8
(my very own sentence)
7
(my association, example, or sketch)
Read·Write·Think © 2004 IRA/NCTE. All rights reserved.
Read·Write·Think materials may be reproduced for educational purposes.
(other forms of the word)
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Rating: _________
Word Map Chart Rubric
Secondary Level
Page - 12
Name: __________________________________
Date: __________________________________
Word Map Rubric
Rating
Excellent
4
Criteria
Correctly filled out all eight steps of the word map.
Steps:
1. Cited word and page number.
2. Cited the sentence or phrase in which the word
appears.
3. Recorded the contextually correct definition.
4. Recorded synonym.
5. Recorded antonym or non-example (if applicable).
6. Recorded other word forms.
7. Made a personal connection or sketch of the word.
8. Created an original sentence using the word.
Very Good
3
Correctly filled out at least six steps of the word map, including
steps 2, 3, 7, and 8.
Good
2
Correctly filled out at least four steps of the word map, including
steps 2 and 3.
Needs Improvement
1
Correctly filled out at least two steps of the word map, including
steps 2.
Poor
0
Made no attempt to map out the vocabulary word.
Comments: ___________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Evaluated by:
Self
Peer
Teacher
Read·Write·Think © 2004 IRA/NCTE. All rights reserved.
Read·Write·Think materials may be reproduced for educational purposes.
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VOCABULARY
Word Map Chart Example
Secondary Level
Page - 13
Name: _______________________________________
Word Map (example)
Date: _______________________________________
4
3
5
to hold onto
dispels,
dismisses
(synonym)
(antonym or non-example)
1
6
Function: verb
1: to give shelter to
<harbor an escaped
convict>
2: to hold a thought or
feeling of
<harbor a grudge>
3: to take shelter in or as if
in a harbor
(the matching
dictionary definition)
harbor
harborer,
harbored,
harboring,
(Vocabulary Word)
Page Number
____9___
harbors
(other forms of the word)
2
“I refuse to believe that so modern and civilized a young man as you seems to
harbor romantic ideas about the value of human life. Surely your experiences
in the war--“
(sentence or phrase from the text)
8
My brother harbors the idea that I’m going to let him drive my car.
(my very own sentence)
7
“harbor” is where you
keep boats;
like you keep ideas in
your head.
(my association, example, or sketch)
Read·Write·Think © 2004 IRA/NCTE. All rights reserved.
Read·Write·Think materials may be reproduced for educational purposes.
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VOCABULARY
Word Structure - Prefix Chart
Intermediate grades – High School
Page - 14
Common Prefixes Chart
Prefix
Meaning
Examples
a-, an-
not or without
abadamphi-
away from, off
to
both, around
anti-
against
bene-
well, good
co-
together
com-
together, with
dedis-
away, from
opposite
e-, ex-
out
enfore-
in, put into
before, earlier
im-, inininter-
not
with
among, between
mal-
bad, badly
mispost-
wrongly, bad
after
preresub-
before
back again
under
super-
above, beyond
trans-
across
un-
not
atypical, atrophy,
anonymous
absent, abstain, abandon
admit, adept, addict
amphibious,
amphitheater
antifreeze, antipollution,
antidote
benefit, benefactor,
benign
cohabitant, cooperate,
coordinate
commune, communicate,
community
depart, deploy, deflect
dishonest, disagree,
disgust
exit, elusive, evacuate,
extinguish
enslave, enter, encrypt
forefather, forecast,
foresight
impossible, inevitable
Insight
interact, intermission,
international
malign, malignant,
malicious
mistake, misconception
postscript, postwar,
postdate
preamble, preview, prefix
revoke, review, regard
submarine, subject,
submerge
superficial,
superintendent
transcend, transport,
translate
unreal, unable,
unfounded
Janet Allen. Words, Words, Words: Teaching Vocabulary in Grades 4 - 12. © 1999
LAC Toolkit
VOCABULARY
Word Structure - Prefix Chart
Intermediate grades – High School
Page - 15
Common Suffixes Chart
Suffix
Meaning
Examples
-able
able to
-ac
related to
-acy, -acity, -acious
having the quality of
-al
-cide
related to
to kill or cut
-cle, -cule
small
-crat
-ee, -eer
to rule
one who
-en
-er
-er
-escent
-est
-ful
-ice
-kin
to make
more, used to compare
one who
becoming
most
full of
act of, time of
little, small
-less
without
-let
-ling
little
small
-logy, -ology
-ly
-ment
study of
having the quality of
state, quality, act
-ness
state, quality
-or
-ory, -orium
one who
place where
-sion/-tion
-y
state of
inclined to
portable, curable,
believable
maniac, cardiac,
insomniac
democracy, tenacity,
vivacious
gradual, manual, annual
homicide, genocide,
incision
particle, miniscule,
molecule
democrat, aristocrat
employee, volunteer,
auctioneer
weaken, harden, loosen
wiser, harder, stronger
teacher, baker, singer
adolescent, convalescent
wisest, hardest, strongest
grateful, careful, helpful
service, justice, novice
napkin, manikin,
munchkin
fearless, careless,
hopeless
booklet, bracelet
hatchling, duckling,
underling
biology, psychology
manly, motherly, miserly
excitement, basement,
statement
kindness, happiness,
friendliness
donor, orator, tractor
observatory, planetarium,
factory
action, infection, attention
cheery, itchy, chatty
Janet Allen. Words, Words, Words: Teaching Vocabulary in Grades 4 - 12. © 1999
LAC Toolkit
VOCABULARY
Word Structure – Root Word Chart
Intermediate grades – High School
Page - 16
Root Word Chart
Root
Meaning
Examples
acri, acer
act
amicus
anima, anim
aqua, hydro
sharp, bitter
do
friend
life, mind
water
art
arthr
aud
craft, skill
segment, joint
hear
biblio
cele
cept, ceipt
circ, circum
book
honor
to take, hold, grasp
Around
cosm
cred
world, order, universe
believe
chron
time
dem
people
dic, dict
ethn
flu
speak
nation
to flow
fid
trust, have faith
form
geo
graph, gram
shape, form
earth
write, draw, describe
greg
luc, lumen
med, medi
flock, herd
light
middle
acrid, acute, acid
action, react, enact
amicable, amiable
animation, animal
aquatics, aquarium,
hydrolysis
artesian, artist, artifact
arthritis, arthroscope
audience, auditorium,
audible
bibliography
celebrate, celestial
accept, receipt
circumference,
circumvent, circle
cosmos, cosmopolitan
credit, incredible,
discredit
chronology, synchronize,
chronicle
democracy, demagogue,
demeanor
predict, dictate, contradict
ethnic, ethos, ethnocide
fluent, superfluous,
affluent
fidelity, confidant,
diffident
formulate, formative
geography, geology
graphic, telegram,
pictograph
congregate, segregate
lucid, elucidate, luminous
median, mediocrity,
medial
Janet Allen. Words, Words, Words: Teaching Vocabulary in Grades 4 - 12. © 1999
Learning-Focused Solutions, Word Analysis Strategies © 2006
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VOCABULARY
Word Structure – Root Word Chart
Intermediate grades – High School
Page - 17
Root
Meaning
Examples
migr
pathos
to move, imitate
feeling
photo
light
port
prim, prin
to carry
first
pug
plac
fist
make calm
spec, spic
to see, observe
topo
tract
vac
vid
place
pull, drag
empty
see
migrant, immigration
apathy, sympathy,
empathy
photograph,
photosynthesis
portable, portage
primate, principle,
primitive
pugilist, repugnant
placate, placid,
complacent
conspicuous,
perspective, spectacle
topography, topographic
tractor
vacuum, vacant, vacate
video, provide, evidence
Janet Allen. Words, Words, Words: Teaching Vocabulary in Grades 4 - 12. © 1999
Learning-Focused Solutions, Word Analysis Strategies © 2006
Multiple-Meaning Words Chart
coat
plate
serve
core
train
check
mark
jerk
beach
signal
stick
bend
shape
soil
bomb
board
patch
point
harm
foot
short
can
iron
coast
fog
play
pen
pitch
cool
tip
roll
trip
bank
light
show
sign
watch
crash
might
police
roast
cure
review
guard blossom master
account
rose
order
nail
face
bar
jump
shell
fence
post
oil
flood
camp
picture
fire
spring
shop
staple
crown
raise
spy
trade
pack
store
shine
drill
chain
paint
paper
soil
Learning-Focused Solutions, Word Analysis Strategies © 2006
Vocabulary
Cards
Learning-Focused Solutions, Word Analysis Strategies © 2006
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VOCABULARY
Four Square - Vocabulary Cards
All Grades
Page - 19
Vocabulary Four Square
WORD
Connection or sketch
Definition
Opposite
Jerry L. Johns, Susan Davis Lenski, and Roberta L. Berglund. Comprehension and Vocabulary
Strategies for the Elementary Grades (2nd ed.)/ Copyright © 2006 by Kendall/Hunt Publishing
Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes
within the guidelines noted on the copyright page.
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Vocabulary Study Cards
Intermediate Grades – High School
Page - 20
VOCABULARY CARDS
TAKEN TO THE NEXT LEVEL
Many students prepare index cards for themselves to study words and word
meanings by writing the definition on the back of a card, and the word on the face
of the card. With this variation, the task of making the card becomes an integral
part of digesting the new word or concept. This is much like the K.I.M. Strategy
except that each word is on a separate card, as opposed to being on one
worksheet.
Face:
Word:
Other forms of the same word:
Back:
Definition:
Sentence using the word:
Antonym:
Synonym:
Sketch/Memory Clue
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Vocabulary Study Cards
Intermediate Grades – High School
Page - 21
Multiple-Meaning Words Cards
light
pen
race
roll
tape
bat
sink
play
order
stick
star
ship
nail
look
face
bend
ring
stop
jump
bank
trip
trick
check
can
mean
bowl
round
kind
story
bark
Learning-Focused Solutions, Word Analysis Strategies © 2006
Extending &
Refining
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Extending and Refining
Important Words Vocabulary Chart +
Intermediate Grades – High School
Page - 22
Important Words
Name: ________________________________
Date: ___________________
Text: ____________________________________________________________
Choose ______ important words from the text. Write the words here:
Now write a brief summary of this text using all of these important words.
Remember what needs to be included in a summary for a story and what needs
to be included in a summary for informational text.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Nancy N. Boyles, Constructing Meaning, © 2004
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VOCABULARY
Extending and Refining
K.I.M. Vocabulary Chart +
All Grades
Page - 23
K.I.M. Vocabulary Chart
K
Key Word
I
Information
M
Memory Clue
(Definition of Word)
Drought
Little or no rain over a
long period of time
Sentence:
K
Key Word
I
Information
M
Memory Clue
(Definition of Word)
Sentence
K
Key Word
I
Information
M
Memory Clue
(Definition of Word)
Sentence
K
Key Word
I
Information
(Definition of Word)
Sentence
M
Memory Clue
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Extending and Refining
Multiple Meaning Word Draw Chart
All Grades
Page - 24
Multiple Meaning Word Draw
What is it?
This strategy focuses on visualizing the word and drawing pictures showing
different meanings of multiple meaning words to display on the word wall or to
become a visual representation in student’s notebooks. Non-linguistic
representations add a powerful dimension to learning language at all ages. A
picture gives a representation of the word. It is supported by a written example
and the part of speech is identified to support how it is used in context.
Getting Started:
1. Model the process and the format using the word ‘rose’. Ask students to
tell you different ways the word ‘rose’ can be used. Record their
examples. Note: ‘bat’ is an excellent word to use with primary students.
ROSE
1. Rose: a flower
(noun)
2. Rose: a color
(adjective)
3. She rose from a
long nap. (verb)
2. Print multiple meaning words on card stock. Cut out the words and
distribute to the class. Students can work independently or in groups
using a dictionary o create their own set of cards.
3. Completed cards become artifacts on the word wall.
Learning-Focused Solutions © 2006
Games/Activities
Wordo
Free
Space
LAC Toolkit
VOCABULARY
Wordo
Free
Space
Vocabulary Games/Activities
Elementary Level
Page - 26
LAC Toolkit
VOCABULARY
NAME ________________________________________
Vocabulary Games/Activities
All Levels
Page - 27
DATE _____________________
VOCABULARY PEOPLE SEARCH
1. ___________________________________________
Vocabulary Word
____________________________
Name of Classmate
Definition ___________________________________________________________________
___________________________________________________________________________
2. _________________________________________
Vocabulary Word
____________________________
Name of Classmate
Definition ___________________________________________________________________
___________________________________________________________________________
3. ___________________________________________
Vocabulary Word
____________________________
Name of Classmate
Definition ___________________________________________________________________
___________________________________________________________________________
4. _________________________________________
Vocabulary Word
____________________________
Name of Classmate
Definition ___________________________________________________________________
___________________________________________________________________________
5. ___________________________________________
Vocabulary Word
____________________________
Name of Classmate
Definition ___________________________________________________________________
___________________________________________________________________________
6. _________________________________________
Vocabulary Word
____________________________
Name of Classmate
Definition ___________________________________________________________________
___________________________________________________________________________
LAC Toolkit
VOCABULARY
NAME ________________________________________
Vocabulary Games/Activities
All Levels
Page - 28
DATE _____________________
VOCABULARY INFORMATION SEARCH
Directions: Ask students to sign their initials on squares that “fit.” A single student may only sign
TWO squares on any Vocabulary Information Search sheet.
Used an
outhouse
Can juggle
Sings in the
shower
Watched
Sesame Street
Ever changed a
diaper
Milked a cow
Can touch
tongue to nose
Split pants in
public
Have been to
Hawaii
Can do a split
Moved twice last
year
Sleeps on a
waterbed
Now has hole in
sock
Walked in wrong
restroom
Ever broken a
bone
FREE
Have a hot tub
Loves to eat
Sushi
Loves junk food
Has a 3-inch
scar
Wears P.J.’s
Still has tonsils
Doesn’t use
mouthwash
Often watches
cartoons
Likes bubble
baths
Can wiggle ears
Can play the
guitar
Plays cards
Reads
newspaper daily
Can touch palms
to floor
Never ridden a
horse
Loves classical
music
Is an only child
Likes reading
poetry
Sleeps with
stuffed animals
or favorite pillow
How to adapt this game for classroom use:
- Place story or content vocabulary words in boxes and have the students define or spell the word.
- Write phonics skill words in boxes, i.e. CVC or words with blends, digraphs, sight words, etc.
- Write content words for review in boxes and have students define the words.
- Write comprehension questions in boxes.
- Write words with affixes in the boxes and have students identify the affix (prefix or suffix) or have
students give a definition of the affix.