Reading and Vocabulary Portfolio
Transcript of Reading and Vocabulary Portfolio
Reading and Vocabulary Portfolio
Kathleen Deckard &
Julette Grusell
EDUC 647 Dr. S. Stevens
12/06/05
Introduction
Our portfolio for the skills areas of reading and vocabulary is comprised of an eclectic
mix of lesson plans, activities, and games. We have categorized them into three parts. Part
One, Reading Comprehension and Strategies, contains six suggested lessons and activities for
assisting students to learn and apply skills and strategies for more effective comprehension of
texts of single or multiple paragraphs in length. The remaining three activities relate to
determining meaning within the contexts of phrases (e.g. street signs), sentences, and
questions.
Part Two, Integrated Skills and Games, contains vocabulary-building activities that go
beyond establishing a simple word to meaning correlation. Several incorporate connections to
categories and concepts, while others integrate a significant element of another skills area such
as grammar, speaking and/ or writing (e.g. creating a story sentence by sentence and then
writing it).
Finally, in Part Three, Vocabulary Building Activities and Games, the items are geared
towards increasing students’ word banks. Several use connections to visual images and/ or
realia. Number 22, Rooting Out Words, focuses on word parts- roots and affixes and their
meanings.
For the most part, the activities we have selected and created or adapted for this
portfolio are very flexible and may be used with students at the beginner/ high beginner level
and higher. In terms of age level, most are appropriate for upper elementary through adult ESL
students. There are a few exceptions, mainly in the direction of older rather than younger
students. In other words, our activities do not support instruction that is oriented towards
students who have not yet obtained decoding skills/ phonics in their first language or English.
We believe our portfolio activities could be used by ESL teachers in a variety of settings
to enhance and enliven their day-to-day instruction. These teaching environments could
include public or private elementary, middle, and high schools as well as programs for adults-
free programs, IEP’s, and EAP settings such as are found in community colleges. Several of the
activities are games or involve peer interaction (pairs and small groups), so they would not be
especially suitable for the one-to-one tutoring situation.
Pedagogical Framework The activities of our portfolio (as a whole and individually) reflect various aspects of
current research and ―best practices‖ in teaching reading comprehension and vocabulary
acquisition. For the most part, they are also designed in accordance with the principles of
Communicative Language Teaching (CLT). Therefore, they would be most effectively
implemented using this approach to second language teaching. Following are brief descriptions
that serve to support these claims.
Reading Comprehension
As Jo Gielow succinctly stated in her presentation to our class on November 8th,
―Reading is problem solving.‖ Jo’s statement connected nicely to B. Mikulecky’s more
comprehensive description of the reading process. In summary and review we offer these key
points:
o Reading involves the reader interacting with a text.
o Reading is complex, combining conscious and unconscious strategic cognitive processes.
o Readers attempt to build a mental model that reflects the intention of the writer- i.e., a
solution to the problem.
o Readers basically use two strategic processes- 1) top-down processing which connects
new information to activated prior knowledge (schemata), and 2) bottom-up processing
which taps into the reader’s knowledge of language (e.g. spelling, grammatical features,
word level semantic information, etc.).
o Readers use these processes in continuous interaction. (1990).
The two types of strategic processes cited above and the component strategies they
entail fall within the broader context of language-learning strategies. Research concerning
English language learners (ELL’s), conducted by Ana Uhl Chamot and others, has shown that
while all ELL’s use strategies in approaching language learning and academic tasks, the ―good‖
language learners use more (selected from a larger personal repertoire) and use them more
flexibly and effectively (2005).
Our goal as ESL teachers is to encourage and assist all our students to become ―good‖
language learners. Therefore, we must incorporate awareness and explicit instruction in
learning strategies into our ―best practices,‖ especially in the teaching of reading
comprehension due to the essential and critical connection of this skills area to academic
success. For this reason, we have included activities with a reading strategies focus, addressing
both top-down and bottom-up processing, in our portfolio.
Vocabulary Acquisition
In Ken Cranker’s presentation to our class (October 4th) concerning vocabulary
acquisition in reference to EAP, he mentioned that students need to know at least 90% to 95%
of the words in a given text if they are to successfully comprehend it. That just about says it all
in terms of the importance of emphasizing vocabulary acquisition in reading instruction and
academic content-based courses! For obvious reasons, of course, vocabulary instruction should
be integrated into the teaching of all skills areas in all ESL classroom settings. Effective
listening and speaking skills are certainly enhanced when a students’ knowledge of vocabulary
increases. Students’ understanding of grammar and their ability to express intended meanings
through writing is likewise enhanced through knowledge of morphological endings, word roots,
and affixes.
Julette is currently attending a short-term workshop of multiple sessions in the
Christiana School District. This workshop is specifically geared towards assisting teachers in
developing and implementing classroom strategies that support vocabulary development for
ELL’s. During one session, she and her colleagues reviewed and discussed information posted
on the website of Colorin Colorado, a Spanish/ English bilingual website designed for teachers
of ELL’s and their Spanish-speaking parents. The handout Julette received, downloaded from
the link, Vocabulary Development, states that the maximum reading level of a student is based
upon his or her knowledge of words. However, the knowledge of a particular word’s meaning is
not presented as a one-dimensional entity. Rather, it consists of the following four dimensions:
o A basic definition of the word.
o A recognition of when to use the word (appropriate contexts).
o A knowledge of possible multiple meanings for the word.
o And, an ability to decode and spell the word.
(http://www.colorincolorado.org/teaching/vocabulary.php). * This website also contains an extensive
portfolio of vocabulary activities.
The above attributes of word knowledge support the assumption that vocabulary is best
taught and learned in context, rather than in isolation. We have endeavored to use this
principle in selecting pre-existing activities and games, as well as in designing our own original
activities for inclusion in this portfolio. Vocabulary is presented in relation to the learners’
existing schemata of concepts and categories and/ or reinforced through connection to visual
imagery to foster binding. Students are encouraged to expand on their understanding of new
words by using them creative ways.
Communicative Language Teaching
A communicative classroom environment is characterized by a dynamic interplay of
teacher-student(s) interaction and student collaboration in learning and applying new skills. In
this approach, the teacher often assumes the role of a facilitator; therefore, students
accomplish learning tasks in an atmosphere that is student-centered and teacher-assisted.
Students are encouraged to become active participants and engage in learning tasks that have
a clear purpose and meaningful context.
Our portfolio supports the effective practice of CLT. Many of the activities are designed
so that students work cooperatively in pairs or small groups. This encourages spontaneous
practice in the target language. In addition, the activities offer the flexibility of being easily
adapted and/or extended to suit curricular demands and the creativity of the teacher. They
may also be easily adjusted to meet particular needs and interests of the students.
Table of Contents
Part One- Reading Comprehension and Strategies
1 Activating Background Knowledge
2 Destination Library
3 Identifying and Evaluating Strategies to Unlock the Meaning of New Words
4 Personalize
5 Pronouns and Referents
6 Sign Game
7 Story Map
8 Who? What? When? … in reverse - answers to questions
9 Word Confusion
Part Two- Integrated Skills Activities and Games
10 Card Sort
11 Contrasting Concepts Collages
12 Monster Body Parts
13 Order Me Around
14 The Missing Link
15 The Nine Lives of Lucky the Cat
16 Visualization through Pantomime
17 Vocabulary Tic-Tac-Toe
18 Worm Word Game
Part Three- Vocabulary Building Activities and Games
19 Find Me Game
20 Letters into Words
21 Image Word Game
22 Rooting Out Words
23 Shopping Game
24 The Translator
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
1 Title: Activating Background Knowledge
Level: beginner and higher Age: upper elementary through adult ESL
Type: whole group and individual
Purpose: to enhance comprehension skills
Skills Area: reading comprehension
Prerequisites: students must have reading skills beyond the level of decoding.
Learning Strategies Lesson (1): Activating Background Knowledge
Jennifer Delett
In explicitly teaching learning strategies, it is important to name the strategy, model it, and discuss it with the students. The goal is for students to be able to assess whether the strategy is useful for them, determine when it is useful, and use it at those times. The teacher should encourage and facilitate students' gradual independent use of strategies. The following is a lesson that can be used to introduce or practice the strategy of activating background knowledge.
Level/Language: Can be used for any language and level
Strategy: Activating Background Knowledge (Refer back to The Language Resource, February 1997 for more information on this strategy)
Strategy Rationale: Students who think about what they already know will be better prepared for and more successful in their second language reading. By having in mind what they already know, it will be easier for them to understand and learn new information by relating it to existing knowledge. Students can better predict and infer while reading after activating their background knowledge.
Objectives: To use the reading strategy "activating background knowledge" to prepare to read. To compare what they and their classmates know about the topic to increase prior knowledge. To discuss the strategy and assess its usefulness.
Materials: Colored markers, newsprint, newsprint with example, newsprint with instructions, tape, book
Prepare: Ask students to consider what they do to prepare for a sporting event, such as a soccer match, or a musical performance. (Do they just run out onto the field or do they do something beforehand to prepare themselves?) Write all ideas on the board, overhead, or newsprint. Sample teacher script: "It is helpful to prepare before a race or a match to put forth
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
2 Title: Destination Library
Level: high beginner and higher Age: elementary through adult ESL
Type: paired or group
Purpose: to reinforce memory of the English alphabet and build / reinforce vocabulary.
Skills Area: reading comprehension (sentence level), letter and word recognition
Prerequisites: students should be familiar with questions beginning with ―What?‖.
Destination Library is a game for two or more players.
Print out the game board and all four pages of game pieces (the category cards). Cut the
cards out and shuffle them into a pile.
Find some coins. All players choose a different coin to be their playing piece. Place all the
coins on the A space. The youngest person goes first.
The object is to hop your coin from A to Z. To move, you pick a card from the pile, and
follow its instructions.
For example, let's say your coin is on D.
You pick a card that says, "Name something unusual Theo would find down the back of the
sofa. (Move 1 space)."
You must think of an unusual something that begins with D. It can be a single word or a
phrase. You could say "Doughnut," since a doughnut would certainly be a surprise in any sofa,
and, importantly, it begins with D. You would then move your coin 1 letter ahead—in this case
to E—and wait for your next turn, when you would have to think of a word that begins with E.
This can be a silly game. You can be creative, especially when the card you draw asks you
to create a tongue twister, or to think of something that Cleo would not want on her head.
Experiment. Be goofy! Just make sure that your word or phrase begins with the letter your
coin is on.
In addition to the regular cards, there are several special cards. Eight of these cards will
move you 2 spaces ahead or back. Two will allow you to switch places with another player. And
one will send you to M, regardless of where you are. With these special cards, there is no need
to think of a word (until your next turn, of course).
If you can't move because you can't think of anything that starts with the letter you're on,
you miss a turn. On your next turn, you can draw another card and try that letter again, or you
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
3 Title: Identifying and Evaluating Strategies to Unlock the Meaning of New Words
Level: beginner and higher Age: upper elementary through adult ESL
Type: whole group and individual
Purpose: to teach strategies for determining the meaning of new words in context
Skills Area: reading comprehension/ vocabulary
Prerequisites: students must have reading skills beyond the level of decoding.
Learning Strategies Lesson (2): Identifying and Evaluating Strategies to Unlock the Meaning of New Words
Jennifer Delett
In explicitly teaching learning strategies, it is important to name the strategy, model it, and discuss it with the students. The goal is for students to be able to assess whether the strategy is useful for them, determine when it is useful, and use it at those times. The teacher facilitates students' gradual independent use of strategies. The following is a lesson that can be used to help students activate their knowledge of the strategies they currently use to unlock the meaning of new words.
Level/language: Can be use for any language and level
Objectives: To identify and evaluate the strategies students are currently using to unlock the meaning of new words. To share effective strategies with classmates.
Rationale: Building vocabulary is an essential feature of learning a second language. Learning to recognize unfamiliar words in a reading passage is often the first step in developing vocabulary. Students have knowledge about language (prefixes, suffixes, and roots) and learning (guessing and inferring) that they use to help them learn and remember new words. Teachers can help students build their second language vocabulary by encouraging them to identify and evaluate the strategies they are using to unlock the meaning of new words.
Materials: student text
Preparation: Students are often used to taking specific steps to solve a math or science problem, whereas they are less likely to use or be aware of a process for learning a language. Having students analyze these steps prompts them to think about their learning and transfer this awareness of a process to language learning. Give the students a math problem or other problem to be solved. Ask them to think about how they would solve the problem and write
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
4 Title: Personalize
Level: beginner and higher Age: elementary through adult ESL
Type: individual
Purpose: to teach the reading strategy of identifying with a character
Skills Area: reading comprehension
Prerequisites: students should be able to read with comprehension- they must be beyond
simply decoding.
This activity is useful with reading material that is of a narrative nature- a true story or
literature. Begin by telling students that the strategy of personalization helps readers to better
understand and enjoy a story. Explain that readers can often identify with a character
(personalize) because they have experienced some of the same feelings, thoughts, and
situations. Before students read the assigned story/ selection present them with the following:
Personalize
A Reading Strategy
Identifying with a character can help you to enjoy and understand what you read.
As you read, ask yourself these questions:
What does the main character do?
How does the main character feel?
Would I do the same things?
Would I feel the same way?
Source: Chamot, A. U., Hartmann, P., & Huizenga, J. (2004). Shining Star: B. New
York: Pearson Education.
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
5 Title: Pronouns and Referents
Level: high beginner/ intermediate Age: upper elementary through adult ESL
Type: paired and individual
Purpose: to enhance comprehension skills
Skills Area: reading comprehension/ writing
Prerequisites: students should be familiar with the form and functions of subject, object and
possessive pronouns.
This activity combines practice in both reading and writing skills. Begin by having pairs
of students interview one another for the purpose of writing a brief biographical sketch in
paragraph form. Prior to the writing phase, instruct students concerning the use of pronouns to
replace the proper noun (name) of the person they are writing about. Remind them that
pronoun use is necessary to avoid using the proper name again and again. For this activity the
majority of pronouns used will be in third person forms. When the biographical sketches are
finished, they may need to be edited and revised. You may prefer to type the finished sketches
for easier reading. Afterwards, have the students exchange their papers so that they will be
reading the work of their partner or another student. Have them look for and mark (circle or
underline) the pronouns and indicate the referents. Point out that recognizing pronouns and
their referents is an essential skill for effective reading comprehension.
* If this activity takes place early in the school year, semester, etc., it is possible to
compile the writings into a Who’s New? newsletter for the purpose of helping students become
acquainted with one another.
Three sample paragraphs follow on page 2.
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
6 Title: Sign Game
Level: high beginner and higher Age: teen through adult ESL
Type: pair or group
Purpose: to recognize and determine the meaning of authentic signs
Skills Area: word/ visual recognition
Prerequisites: students should be familiar with numbers, time abbreviations, and symbols
related to $ and % in English.
The Sign Game is very useful with all level students. It can be used for helping students to
recognize signs. This game can be adapted to reinforce different categories such as road signs,
communication signs, shopping signs and so on. Begin with one student showing the sign while
the next student reads the sign. Then have the student explain what the sign is and where it
might be found. If the explanation is correct the student shows the next sign until all the
pictures have been identified. The sign cards can be played in sets of six, then nine, and then
12, depending on the student’s ability to cope with the different challenges. When students are
able to recognize all sign images quickly, they have mastered the game. You can provide
rewards for mastery level or award extra points for completing the game in _(3) or less ___
minutes. To challenge students further you can have them advance to writing explanations for
the signs.
Images examples follow on pages 2 - 4.
Adapted from:
Charles I. Kelly at: http://www.manythings.org/lulu/
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
7 Title: Story Map- graphic organizer to assist in summarizing/ retelling a story
Level: beginner and higher Age: elementary through adult ESL
Type: individual
Purpose: to organize notes for story summarizing/ retelling
Skills Area: reading comprehension
Prerequisites: students should already have practiced sequencing events and determining main
ideas and supporting details of brief reading passages.
The story map is very useful with literature in the form of short stories, fables (e.g.
Aesop’s Fables story cards), Native American legends, etc. Begin with students reading their
assigned selections. Following their reading they will take notes on the story map to record
essential information. It is important that students use only words and phrases because the
objective of the summarizing/ retelling exercise is for students to use their own words and not
simply repeat, word for word, what they have read.
When all story maps are complete, students will use them for reference in summarizing/
retelling the stories orally or in writing. This final step can be accomplished as a paired or
whole class activity depending on time available and class size.
Sample story maps and checklist feedback sheets follow on pages 2 - 5.
Story map adapted from:
O’Malley, J. M., & Valdez Pierce, L. (1996). Authentic assessment for English language
learners: Practical approaches for teachers. New York: Addison-Wesley.
Source for checklist feedback sheets: Kathy Deckard
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
8
Title: Who? What? When? … in reverse - answers to questions
Level: high beginner and above Age: upper elementary through adult ESL
Type: individual and paired
Purpose: to enhance reading comprehension through understanding that reading material
provides answers to a variety of questions.
Skills Area: reading comprehension
Prerequisites: students must be able to read for comprehension. They must be above the level
of simply decoding.
Activities of this type appear in ESL teaching materials, especially those designed for
teaching in the content areas. Providing answers and then requiring students to create
appropriate questions increases the challenge level and degree of critical thinking needed. For
appropriate reading selections, it is possible to design your own activity.
Begin by choosing main ideas and supporting details that could possibly answer
questions beginning with who, what, when, where, why, and how. Put the information into
statements and use them to create a handout that asks students to formulate the
accompanying questions.
Example:
Here are statements related to information presented in the reading about Mesopotamia.
Read the statements and make up a question that the statement could possibly answer.
Remember to begin with a question word and end with a question mark. When you are
finished, work with a partner and compare your questions. Take turns asking and answering
the questions.
1. Where was Mesopotamia located?
It was in an area between the Tigris and Euphrates Rivers, where the countries of Syria and
Iraq are today.
2. ___________________________________________________________________________.
These people of southern Mesopotamia were farmers.
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
9 Title: Word Confusion
Level: high beginner and higher Age: upper elementary through adult ESL
Type: paired or individual
Purpose: to find the correct word to complete the cloze exercise
Skills Area: vocabulary building and deriving meaning from context
Prerequisites: students should be able to read at the sentence level and have some familiarity
with the words selected for the activity.
The Word Confusion game can be used with students at the high beginner level and
above. It helps students to become aware of words that are sometimes confusing due to their
similarities in spelling and/ or pronunciation- often just one letter makes the difference. This
game can be adapted to reinforce different homophones. The student reads the sentence and
inserts the appropriate word to fit the given context. After completing the activity students may
compare answers with a partner and/ or check answers with an answer key.
As an extension of this exercise, students may be given the challenge of creating sentences
using the words that were not the correct responses for the initial activity.
An example follows on page 2.
Adapted from:
Charles I. Kelly at: http://www.manythings.org/lulu/
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
10 Title: Card Sort
Level: beginner and higher Age: elementary through adult ESL
Type: group
Purpose: to teach or reinforce vocabulary, concepts, and/ or classification characteristics
Skills Area: vocabulary/ concept building
Prerequisites: students should already be somewhat familiar with the vocabulary or concepts
presented.
This activity promotes active learning; the physical movement can help to energize
students and encourage interaction. Begin by giving each student an index card that contains
information that fits into a category (two or more categories will be needed per class). Ask
students to circulate around the room and find others whose card fits the same category.
Categories can be announced ahead of time or students can discover them while engaged in
the activity. When all of the students have grouped themselves, ask those representing a given
category to name it and present their index card information to the rest of the class. Make any
relevant teaching points to emphasize important words and concepts.
Examples:
Using gerund forms, one group may have occupations (e.g., delivering packages, selling
insurance, washing dishes, waiting on customers, etc.), while another has leisure time
pursuits (e.g., reading a magazine, jogging three miles, playing golf, hanging out with
friends, etc.).
One group may have mathematical symbols (+, =, %, #, <, etc.), while another group
has punctuation marks (?, “ …” , !, :, ;, etc.).
One group may have the ingredients of a recipe, while another group may have the
sequence required in following the recipe.
Groups may each have a given list of hyponyms- these words and phrases basically refer
to the same thing; however, there are different levels of specificity (e.g. music, country
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
11 Title: Contrasting Concepts Collages
Level: beginner and higher Age: upper elementary through adult ESL
Type: whole or small group
Purpose: to review and build new vocabulary within the context of contrasting concepts (e.g.,
healthful vs. harmful) through visual images.
Skills Area: vocabulary
Prerequisites: students should have completed at least one reading (preferably authentic)
concerning the given topic(s). They will then be familiar with basic vocabulary and ideas
associated with the concepts being contrasted.
This activity works well as an extension activity following reading instruction relative to
academic content such as health and nutrition, natural science, or business. Begin with a
review of some of the main points addressed in the reading(s). Focus on contrasting
viewpoints presented. Then show students two blank sheets of poster board and explain that,
as a whole class (or in small groups), the objective is to create two posters using photos and
words cut from magazines or newspapers that represent examples of the contrasting concepts.
Students are asked to collect the necessary visuals for homework. Over the next few class
sessions they can then assemble and tape (double-stick works well) or glue the visuals and
words to the appropriate posters in collage fashion.
The finished posters provide an excellent springboard for review and discussion of
vocabulary and ideas learned through the reading activity(s). They also allow for connecting
new vocabulary and ideas (suggested by the visuals) to that context in meaningful ways.
Examples: Healthful Foods vs. Potentially Harmful Foods
Healthy Lifestyles vs. Potentially Harmful Lifestyles
Practices that Protect the Environment vs. Practices that Harm the Environment
Businesses that Sell Products vs. Businesses that Provide Services
Fashions vs. Fads
Source: Kathy Deckard
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
12 Title: Monster Body Parts
Level: beginner and higher Age: upper elementary through high school ESL
Type: individual
Purpose: to teach/ review vocabulary related to parts of the body and adjectives
Skills Area: vocabulary building
Prerequisites: none
This activity allows for student creativity and can provide the context for extension
activities such as oral or written descriptions and story telling. Begin with a whole class
discussion of the concept of monsters. This is a good tie-in to Halloween as well as tales and
legends of other cultures and time periods. Following discussion, distribute the handout
packets to groups of students for sharing. Explain that the objective is to create a monster by
selecting and tracing the various body parts needed. Using an overhead, demonstrate the
process. Allow students to work independently until their monsters are complete. The next
step is for students to label their monsters’ body parts using at least one adjective to describe
the part (e.g. hairy body, spiked hair, spooky eyes, huge ears). They can add color and also
name their monsters, using English or their native languages.
Following the creation phase, the students can describe their monsters to the class using
the labels as cues. They may also write descriptions using the target vocabulary in complete
sentences. Additionally, they may work alone or with a partner to develop a story about the
monster(s). They can use the story map (portfolio #1) for guidance and then tell their original
stories orally or in writing.
The following nine pages contain the tracing masters.
Source: Kathy Deckard
* I cannot credit the book from which I obtained the tracing masters since I no longer
have it.
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
13 Title: Order Me Around
Level: high beginner and higher Age: upper elementary through adult ESL
Type: paired or individual
Purpose: to sequence words according to specific criteria
Skills Area: sequencing and vocabulary building
Prerequisites: students should already be familiar with the concepts and categories presented.
The Order Me Around game is very useful with all levels. It can be adjusted to suit the
students’ proficiency level and concept knowledge. This game will help students develop
sequencing skills and build vocabulary. It can easily be adapted to reinforce different academic
content areas such as science, geography, history and so on. Distribute concept cards and
have students use a sheet of paper to record their ordered lists of words. One side of the card
could contain the list, while the listing instructions could be placed on the reverse. Provide a
key to check their answers. If the order is incorrect, the student must review the information
before continuing the game. When students are able to order the items correctly, they have
mastered the game. You can provide rewards for mastery level or award extra points for
completing the game in _(3) or less ___ minutes. To challenge students further you can have
them create new, original items for the game.
Examples follow on pages 2 and 3.
Adapted from: http://www.funbrain.com/vocab/
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
14 Title: The Missing Link
Level: high beginner and higher Age: upper elementary through adult ESL
Type: paired or small group
Purpose: to connect ideas and/ or events while creating an original story
Skills Area: sequencing and cohesion in reading and writing
Prerequisites: students should be able to read brief passages of written English with
comprehension. They should also be able to compose and write complete sentences.
The Missing Link is a fun activity that can be used to help students develop an
understanding of sequencing and cohesion in reading and writing. It also allows students to
use the English they have learned/ acquired in ways that are new for them. This game can be
adapted to focus on different topics and situations appropriate for the age and proficiency level
of the learners. Begin with a sentence that represents a starting point (one chain link) for a
story. One student will add a second link- a sentence that continues the story. After a few
links have been added, the teacher will read the links and check for sequencing and coherence
in ideas. She will issue a broken link for problems. Students will then revise that link before
continuing on. Completed stories may be published in a classroom newsletter.
Examples follow on page 2. Additional images to select from for creating Link Cards
may be found on the web. They may be laminated for reuse.
http://images.google.com/images?svnum=10&hl=en&lr=&q=+chain++links+&btnG=Se
arch
Source: Julette Grusell
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
15 Title: The Nine Lives of Lucky the Cat
Level: high beginner/ intermediate Age: teen through adult ESL
Type: whole group or class
Purpose: to review/ reinforce vocabulary related to occupations and job descriptions and to
introduce/ practice the simple past tense of BE and regular/ irregular verbs
Skills Area: vocabulary and grammar
Prerequisites: students should have familiarity with the names of several occupations and action
verbs associated with them. Prior presentation of the simple past tense of BE and the –ed
inflection for simple past tense of regular verbs and some common irregular past tense verbs
may be helpful, but is not essential. The activity may serve as an introduction rather than
review for the grammatical forms.
This activity works well with groups of beginners who thrive on a more direct
instructional approach and lots of repetition. Begin with a simple discussion relating to the fact
that we (human beings) have only one life and that during our one lifetime we may have more
than one occupation. Question the students to see if any are familiar with the belief that cats
have nine lives (my students decided it was seven lives, so we went with that lucky number-
Lucky is also the name of my cat!). From there proceed with a question/ answer session to
determine what occupation Lucky or _____________ the cat had in each of his/ her former
lives and what he/she did in that job (skills description). Write the students’ responses on the
board using the following format for each:
1. Lucky was a childcare worker. He took care of children. 2. He was a plumber. He fixed toilets and sinks. 3. He was a dishwasher. He washed dishes. 4. He was a receptionist. He greeted visitors and answered
the telephone. 5. Lucky was a telephone technician. He installed telephones. 6. He was a salesperson. He sold insurance. 7. He was a truck driver. He drove a truck. 8. He was a nurse’s aide. He helped the nurse and patients. 9. He was cashier. He used a cash register.
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
16 Title: Visualization through Pantomime
Level: beginner and higher Age: elementary through adult ESL
Type: paired
Purpose: to assist students in remembering vocabulary and concepts by creating corresponding
mental images.
Skills Area: vocabulary/ concept building
Prerequisites: none
This activity is a fun, drama-based approach to vocabulary and concept building. It will
work well with material that lends itself to an illustration of meaning through pantomime (e.g.
action verbs, occupations). Begin with an introduction that reviews familiar classroom
nonverbal communication such as raising one’s hand, a finger to the lips for quiet, zipping the
lips shut for silence, and illicit student responses as to their meanings. Then, give each pair of
students a set of paper strips containing the words for the items that will be pantomimed.
Proceed to silently demonstrate the given items through gestures and body movements. As the
students match their paper strips one-by-one to the actions, they will put the strips in order on
their desks, creating a list. The teacher can provide nonverbal feedback as well- nodding
agreement, thumbs up, and high fives. When all items have been pantomimed, the students
may be given another set of strips for an association match up activity, if applicable. There are
also numerous, creative ways to extend a lesson of this type; these can focus on content
connections and/or language aspects.
A sample set of strips follows on page 2.
* I designed this as a review activity for a Level 1 social studies class at Christiana High
School. As you might imagine, the students had studied prehistory and the ancient
civilizations of Mesopotamia and Phoenicia. I was able to give it a try, and the students
really responded very well!
Source: Kathy Deckard
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
17 Title: Vocabulary Tic-Tac-Toe
Level: beginner and higher Age: elementary through adult ESL
Type: individual and group
Purpose: to practice vocabulary through use at the sentence level
Skills Area: vocabulary building
Prerequisites: none
This activity provides a fun, game format for practicing vocabulary representing any
category, concept, or part of speech. Begin by choosing nine vocabulary items (words or
phrases) for the game. Then draw a tic-tac-toe frame on the board and randomly fill in the
spaces with the items. Divide the students into two teams- the X team and the O team. Flip a
coin to determine which team will go first. Individual students then take turns (alternating
teams) choosing vocabulary items and creating complete sentences using the items correctly.
For each correct sentence the respective team will receive an X or O in that space. The teacher
will erase the item and replace it with the X or O. Play continues until one of the teams has tic-
tac-toe and is declared the winner of that round.
Example: This game is setup with a focus on object pronouns. A correct response would be a
sentence/ question using the pronoun appropriately, with or without a preposition.
Julette called me last evening.
Please sit here with us.
me (preposition) you (singular) him
her us them
it you (plural) me (no preposition)
Source: Barbara Morris, instructor at the English Language Institute, University of Delaware.
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
18 Title: Worm Word Game
Level: intermediate and higher Age: upper elementary through high school ESL
Type: paired
Purpose: to promote letter recognition and teach/ review vocabulary. It also provides a basis
for using language creatively through story telling.
Skills Area: vocabulary building, sequencing events, and story telling.
Prerequisites: none
This is a special domino style word game for two players. It goes like this. Print sheets 1 –
4. Then cut out all pieces along the solid, bold lines only. Fold each card in half, along the
dotted line, so that there is one word on each side. Give an equal number of playing pieces to
each player. It is not necessary to use all the pieces, but the more you use, the longer the
game will last. Just choose a number that both players are comfortable with.
Players should sit at opposite sides of a table, or on the floor. The first person puts one card
in the middle, with one word facing each player.
The other player then places a piece whose first letter matches the last letter of that word,
or whose last letter matches the first letter of that word. Players continue taking turns, always
adding a word to either end of the Word Worm. If a player cannot make a match, he misses a
turn.
When neither player can go any more, there will be a pretty long Word Worm winding
across the table. The side facing you might say Hamster--Right--Tree--Eagle (notice the way
the start and end letters match up). With the same pieces, the other player might see
Envelope--Eat--Tower--Rich. Both players must now create a story using all of their words in
the order that they appear, reading from left to right. Stories may be shared orally or written.
If some of the words are unfamiliar, the teacher may need to provide assistance and/or a
dictionary.
Two examples and the four Word Worms sheets follow on pages 2 – 5.
Source: http://pbskids.org/lions/printables/games/worms.html
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
19 Title: Find Me Game
Level: beginner Age: elementary through high school ESL
Type: paired or group
Purpose: to teach and strengthen vocabulary by connecting to visual memory.
Skills Area: word/ illustration recognition
Prerequisites: students should already be somewhat familiar with these words.
The Find Me Game is very useful with beginning level students. It can be used for word/
picture recognition to help students develop a mental understanding of the words. This game
can be adopted to reinforce different categories such as shapes, animals, and tools and so on.
Begin with one student reading the word while the next student point to the picture. If the
connection is correct the student calls out the next word until all the pictures have been
identified. The picture card set can be a set of six then nine and then 12, depending on the
student’s ability to cope with that amount. When students are able to recognize all word images
quickly, they have mastered the game. You can provide rewards for mastery level or award
extra points for completing the game in _(3) or less ___ minutes. To challenge students further
you can have them advance to writing sentences about the words and pictures.
Images Examples follow on pages 2 - 9.
Source:
Charles I. Kelly at: http://www.manythings.org/lulu/
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
20 Title: Letters into Words
Level: beginner and higher Age: elementary through adult ESL
Type: paired or small group
Purpose: to create new words using letters from other words.
Skills Area: vocabulary building and spelling
Prerequisite: none
The Letters into Words game can be used with all proficiency levels. It helps students
increase their vocabulary and practice spelling, too. This game is similar to crossword puzzles,
but more open-ended because a beginning word is given instead of a clue. It is also quite
similar to Scrabble, but players are not limited to a given set of letters. Taking turns, the
students add letters in any direction from the base word(s) to create new words. The number
of words created can be converted into points for score keeping. The player who creates the
most words is the winner. An extra challenge could be a limitation on the types of words
acceptable (e.g. proper names, nouns, verbs, etc.)
An alternate game can be played whereby individual students (or pairs) are given a certain
set of letters. The object is to create as many words as possible using some or all of those
letters.
An example follows on page 2.
Source: Julette Grusell
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
21 Title: Image Word Game
Level: beginner and high beginner Age: elementary through adult ESL
Type: pair or group
Purpose: to recognize images and associate them with words.
Skills Area: word/ illustration recognition
Prerequisites: none
The Image Word Game is very useful with beginning level students. It can be used for
word/ picture recognition to help students develop mental images that match commonly used
English words. This game can be adapted to reinforce different categories such as verb,
adjectives, nouns, places, means of communication and so on. Begin by having students make
connections between words and images. Present the images first in sets of six, then nine, and
then 12, depending on their ability to cope with that much mixture. When students are able to
recognize all word images quickly, they have mastered the game. You can provide rewards for
mastery level or award extra points for completing the game in _(3) or less ___ minutes. To
challenge students further you can have them advance to writing sentences about the words
and pictures.
Images examples follow on pages 2 - 17.
Source:
Charles I. Kelly at: http://www.manythings.org/lulu/
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
22 Title: Rooting Out Words
Level: intermediate and higher Age: upper elementary through adult ESL
Type: paired or individual
Purpose: to identify the meanings of word roots, prefixes, and suffixes.
Skills Area: vocabulary building
Prerequisite: Students should already be familiar with the notion of affixes.
The Rooting Out Words activity is very useful with intermediate and advanced level
students. It helps students learn the meanings of word parts. These understandings will
enhance students’ skills in guessing the meanings of new vocabulary without using a dictionary.
Begin with one student reading the selected examples of words containing the target roots or
affixes. The next student guesses the meaning of the word part. If the student’s choice is
correct, that student then calls out the next word until all items have been answered. When
students are able to match all word roots and affixes with their meanings quickly, they have
mastered the game. You can provide rewards for mastery level or award extra points for
completing the game in _(3) or less ___ minutes. To challenge students further you can have
them advance to writing sentences using one word from each set of examples correctly in
context.
Students, using a handout, may also do this activity individually. Afterwards, students may
check their answers (and later, their created sentences) with a partner.
Examples follow on pages 2 and 3.
Adapted from: http://www.funbrain.com/vocab/
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
23 Title: Shopping Game
Level: beginner and higher Age: elementary through adult ESL
Type: paired
Purpose: to learn vocabulary related to various types of stores and items that would be
purchased in them.
Skills Area: vocabulary building
Prerequisite: none
The Shopping Game provides an interesting way to present and reinforce vocabulary in
connection to the schemata of shopping. Begin with one student reading a list while his/ her
partner guesses where the items were purchased (e.g. supermarket, hardware store, jewelry
store, etc.). Students can alternate playing the roles of reader and guesser.
Variations on this activity could effectively enhance the students’ engagement level and
expand on the vocabulary practiced. One would be to use realia and actually have shopping
bags full of items that would be purchased in particular types of stores. A second option would
be for students to create poster collages using pictures cut from catalogs, magazines, and
newspapers that fit the various product categories. A third option would be to reverse the
activity by giving students the name of a store and asking them to brainstorm and list as many
items (possibly purchased there) as they can in a given time period. Pairs could then compare
their lists with other pairs of students.
Examples follow below.
Source: Julette Grusell
Shopping Game
Supermarket Pharmacy flour medicine chicken make up rice cologne beans hair color cheese vitamins milk sun block
Kathleen Deckard and Julette Grusell Reading/Vocabulary Portfolio
EDUC 647
Dr. S. Stevens
12/06/05
24 Title: The Translator
Level: beginner and intermediate Age: elementary through adult ESL
Type: paired
Purpose: to translate words from the native language to English.
Skills Area: vocabulary building
Prerequisites: none
The Translator is very effective with paired students (a more advanced student paired
with a beginning level student). It is also more appropriate for a bilingual setting.
The more advanced student will say the native language version of the word and elicit the
English counterpart from his/ her partner. This helps beginner students connect English words
with words in their native language for which a direct translation can be made (e.g. days of the
week, items in house or classroom, colors, etc.) This game builds students’ vocabulary and also
reinforces correct pronunciation for all participants. It can easily be adapted for use with
various native languages. If the student responds with the correct translation in English, the
next item is spoken until all words have been correctly translated. Begin with three words- then
six, nine, twelve and so on. When students have mastered a given list, more items can be
added or a new set created. You can provide rewards for mastery level or award extra points
for completing the game in _(3) or less ___ minutes. To challenge students further you can
have them use the words in spoken phrases or combine two words such as a noun with an
appropriate adjective.
Examples below using Spanish.
THE TRANSLATOR
Say a word in the student’s native language and have student say the word in English.
Hoy English- today
Manana English- tomorrow and morning
Ayer English- yesterday
Adapted from: http://www.funbrain.com/vocab/