Hands-On Vocabulary
IRC Conference
March 18, 2011
Sandra Gandy
sgandy@govst.edu
Wonder Wheel
Make ten word cards for the card pile. They can be content area words such as freedom
or bitter, but they must have a synonym and antonym. Turn the card pile face down. You can use
the attached circle with a spinner or a die with 3 sides marked S (for synonym) and O (for
opposite). The student draws a card, spins, and says a synonym if it stops on S or an antonym if
it stops on O. If the other players agree the word is correct, the student scores 5 points. He/she
places his card at the bottom of the pile, and play passes to the next student. Play until one player
scores 30 points, or a predetermined number.
Compound Word Flap
Fold a 3x6 index card in thirds horizontally. Unfold. From the left, cut on the folds about
halfway across the card. Then from the first fold, cut to the top of the card and discard the piece.
From the second fold, cut to the bottom of the card and discard that piece. You will have a
middle tab sticking out on the left, and three sections created by the fold on the right. On the
flap, write the beginning of a compound word that could have 3 endings (such as bath, fire).
Fold the top flap down and write one of the endings on it. Lift the flap and put the second ending
in the middle section. Fold the bottom flap up and write the last ending on it. As students fold
and unfold the flaps, they will be able to make 3 different compound words (fireman, firecracker,
firefly). (From Dinah Zike)
Compound Word Fold
Fold a sheet of notebook paper vertically in thirds; unfold. Fold in half horizontally; fold
the top half in thirds toward the center. Fold the bottom half in thirds alternating direction of fold
so it’s like an accordion. Unfold. Cut on the first fold line at the top, from the right edge across to
the last vertical fold. Then cut up to the top of the page. This leaves a tab at the top. On that tab
write the first part of a compound word, one that can be used in multiple words. Ask students to
write the endings for words, one on every other fold. The paper is folded up from the bottom so
that the tab word is visible along with the ending. Students might write a sentence using the
compound word on the unused folds.
Compound Word Folder
Create two sets of word cards using card stock, roughly 2 x 3 1/2 inches. On one set,
write the first word of a compound word. On the second set, write the last word. Shuffle the
cards. For the folder, cut a square approximately 8 1/2". Fold up the bottom of one side about 2
1/2" so that the words will still appear at the top. Then fold the paper in half vertically, creating
two pockets. On the left pocket write beginnings. On the right pocket write endings. Students
choose one card, read the word, decide whether it is a beginning or ending, and place it in the
appropriate pocket. Then they search the pile for the matching word card. (From Strategies for
Developing Emergent Literacy, Wilma Miller, 2000, McGraw Hill.)
Word Catcher
This is a variation of Fortune Tellers. Start with a square of paper, any size. Fold the
square diagonally. Unfold and fold the other diagonal. Unfold. Now fold each corner into the
center, making sure words are visible. Turn the square over without unfolding. Again, fold all
four corners into the center. Then fold in half each way. There will be four “pockets” that you
slide your thumbs and first fingers into. Using the attached template, you can write words in the
corner squares and definitions, synonyms, etc. in the adjacent triangles. Students could also
provide examples, illustrate the word, etc. When you open the catcher one way, you might see
the synonym and the other way might show the definition.
Resources: The Cootie Catcher Book by the editors of Klutz, Scholastic, 1997.
Word Catchers for Reading and Spelling. Etta Kaner. LinguiSystems, 2004.
Directions and illustrations for folding are available on the Web at
teacherweb.com/NY/EastLake/SpeechRoom/WordCatcherHandtalker.pdf
This site also has a template to help with the placement of words, etc. and
several examples.
Synonym Fold
Fold a sheet of notebook paper, turned on its side, in half vertically. Fold each side to
the center. At the top cut each flap on the red line to the fold, then up the fold to the top
of the paper. On the tab that remains, write Synonym (or cognates, antonyms, etc.) Unfold the
paper. Fold the bottom of the paper up to the top red line, twice; then unfold and cut on the
horizontal folds from the sides to the first vertical fold line. You will have four flaps on each
side. Have students a word on the left flap. Then they can lift the flap and write a synonym
(definition, sentence, etc,). On the right flap they might add another synonym or illustrate the
word. (From Dinah Zike, www.Dinah.com)
Double Flap
This manipulative can be used for prefixes and root words that can be combined in
various ways to form words. Using a 4x6 inch index card (or larger if desired) fold the top of the
card down one third of the way to form a flap. In the middle of the flap cut from the edge up to
the fold line. Unfold. Fold the bottom of the card up one third of the way. In the middle of the
flap cut from the edge down to the fold line. On the left flaps and in the middle section, write
prefixes. On the right flaps and in the middle section, write the root words. (Example, tele-,
micro-, and spector- on the left; scope, gram, and graph on the right. Words formed include
telescope, telegram, telegraph; microscope, microgram, micrograph; spectroscope, spectrogram,
spectorgraph.) (From Dinah Zike.)
3-D Vocabulary Organizer
Start with a square of paper about 8" square. Fold it in half both directions. Unfold. Fold
each corner to the center. Cut each point back to the fold line. Unfold the square and fold it the
way you did originally. All of the split ends should be together. Snip off about an inch of the
split ends. Refold the square so the flaps are on top. In the center section, write a suffix. In her
workshop, Dinah Zike used –ology. On each flap, ask students to write the name of a science that
ends in -ology. They can turn the flap out and write the definition of that science.
Accordion Book
For this foldable, you will need 3 square of paper. Fold a diagonal in one square. Unfold
it and turn the square over. Then fold it in half both directions. Unfold it. You will have two flat
squares and two that have a fold. Tuck the folded sides in toward the middle and press the square
flat. Repeat with the other 2 squares. The last step is to glue them together. Position one square
with the points facing up and another with the points facing down. Slid one flat square over the
other and glue. On the other side, glue a flat square from the third paper, points facing down.
Press firmly or crease the folds.
Although this can be used for a time line and other subjects, it can also be used for a
linear array or other vocabulary aspects. The book can be made longer by adding more squares.
Latin Roots Match-Ups
This sort uses prefixes and root words that students have studied. Prepare cards or slips of
paper with the prefixes, root words, and a cloze sentence (with a blank) for each word. Cut the
pieces apart and place several in an envelope. Students must match the prefix and root words
correctly. The sentences can help students figure out the words. The sets of words are offered for
sale at the following Web site. www.readskill.com/resources/literacyskills
/pdf/AffixesTips.pdf
Word Chain
Index cards or blank flash cards with holes punched in each end can be used for this. Start
with a picture card. Ask students what comes to mind when they see the picture. Write that word
on the next card and tie it to the picture card. As students name other words, be sure the
relationship between the words is evident. You can suggest recent vocabulary words to add to the
chain. Students practice reading the chain and describing the relationships between the words.
Flip Books
Take a sheet of copy paper or heavier stock and fold the 11" side down, leaving about an
inch at the bottom. Mark lines for the flaps, adjusting the number of flaps according to your
purpose. A sample is attached. Students write the vocabulary word at the very bottom of the
page. On the flap they might illustrated it. Under the flap or on the back side of the flap they can
write a definition, a sentence using the word, or where they found the word in a text.
Possible uses include the life cycles of a butterfly or frog, different bodies of water, the
water cycle, or the beginning, middle, and end of a story.
Flap Books
Older students might prefer heavier paper and more room to write about the vocabulary
word. Cut a piece of card stock in half vertically. Place one half on top of the other, leaving
about an inch of the bottom piece showing at the bottom. Fold both pieces of paper toward the
bottom so that the top edge of the top paper is an inch from its bottom edge. The top edge of the
bottom paper will automatically fall about an inch above that. You should have 4 “flaps” with
the edges about an inch apart. Hole punch the top layers and tie with yard or staple. Students can
write vocabulary words in the inch spaces and illustrate or describe the words above them.
ReadWriteThink.org has a template you can use to create a flap book with any number of
flaps and plenty of room for illustrations and explanations.
http://www.readwritethink.org/files/resources/interactives/flipbook/
4-Fold Vocabulary
For this activity, the teacher must prepare word, picture and sentence cards or strips of
paper. A template for this can be found at www.cobbk12.org/.../Vocabulary%20
and%20Word%20Walls.../4Fold%20Vocabulary.doc
The teacher cuts the strips apart and places them in envelopes. Students then must sort the
pieces and match the picture, definition, and sentence for each word. Once students understand
the procedure, they might be asked to create their own sets.
Clue Cards
If students think they are too old for flap books, you might try what I call clue cards. Fold
down the top of a 4x6 index card to the third line from the bottom. Cut the flap in thirds, starting
at the edge and cutting up to the fold line. On the last line of the card, ask students to write the
vocabulary word. On the flap ask them to write or draw a clue that will help them remember the
word. Have students lift the flap and write the definition on the under side. Then have them
write a sentence using the word just below the fold line. As students are practicing their words,
they can use the clue. If that doesn’t help, they can lift the flap far enough to read their sentence.
If they still don’t remember, they can lift the flap and read the definition.
Game Cards
When middle school teacher Jim Burke learned that his students were creating their own
games using Magic, Pokeman or Yu-gi-oh cards, he realized the complexity of the cards and
their potential as a motivating learning tool. He designed study cards using the game cards as a
guide. A sample is available in the article. I do not have permission to reproduce it here.
Burke, J. (Ed.). (2002). The teacher’s toolbox: It’s all in the cards. Voices from the middle, 10(1),
54-55.
Resources:
Foldables, Dinah Zike, www.dinah.com
The Reading Teacher’s book of Lists: Grades K-12 (5th ed.). Edward Fry and Jacqueline Kress.
Jossey-Bass, 2006.
Word Catchers for Reading and Spelling. Etta Kaner. LinguiSystems, 2004.
www.learnthat.org/vocabulary/pages/view/roots.html
Possible cover for flip book