Additional Whole Class Vocabulary Activities
with Tiers II-V Interventions
Cartoon Strip:
Tier II – Students design a short comic strip, 4-6 frames, that includes teacher
selected vocabulary words using those words (the dialogue goes in the
“bubbles”). Reduce amount of words student must use from Tier I.
Tier III- Same assignment, teacher chooses even less words to be used. High
frequency words should be chosen.
Tiers IV & V- Teacher selects 1 or 2 words of high importance to student’s life
and has student choose between 2 pictures (selected by teacher) for each word.
Vocabulary Bee:
Tier II – Divide students into two teams. Allow each student to select a 1, 2, or 4
point question asked by the teacher or a student designee.
1 point questions student defines the selected word correctly
2 point questions student defines the selected word and uses it in a
sentence
4 point questions student defines 2 words and uses both in 2 separate
sentences which indicates their exact meaning
EX:
Tier III
1 point:
Teacher says, “Define ‘vocal’ and then use it in a sentence
demonstrating comprehension of meaning.”
Student says, “Outspoken”
2 points:
Teacher says, “Define ‘vocal’ and then use it in a sentence
demonstrating comprehension of the meaning.”
Student says, “Vocal means outspoken. My mother is
vocal.”
(No points as it does not demonstrate understanding of the
word)
Correct – “When my mother expresses her views, she is
vocal and sometimes loud.”
4 points:
Teacher says, “Define ‘vocal’ and ‘advocate’. Use each in a
sentence demonstrating comprehension of the meaning.”
Student says, “Outspoken and a person who speaks up for
themselves or another.” Student must then use each in an
appropriate sentence.
Students will likely choose 1 point questions.
Tier IV Modifications
 Allow student to work on any electronic means (i.e., computer,
AlphaSmart, etc.) with the aid of student peer and/or
paraprofessional during game with 1 teacher-selected word student
can define looking at pictures that define the word(s).
Tier V Modifications
 Offer 1 teacher-selected vocabulary word in Braille (for students
with a visual impairment) to respond to. Allow student’s to respond
with eye gaze or head nod.
Newspaper Captions ;
Tier II Additions
 Have students cut out several newspaper (or magazine) pictures
and ask them to come up with captions that include teacherselected vocabulary words and describe what might be happening
in each picture.
Tier III Accommodations/Modifications
 Pre-write captions and have students match captions to pictures.
Tier IV Modifications
 Provide 1 teacher-selected word of high importance to student’s life
along with 2 3-D pictures and ask student to point to the picture that
defines the word.
Tier V Modifications
 Instruct student to use eye gaze, head nod or any electronic means
(i.e., computer, AlphaSmart, etc.).
Drawing the Word
Tier II Additions
 Instruct students to draw the meaning of teacher-selected
vocabulary words using the word itself.
Tier III Accommodations/Modifications
 Have students draw the meaning of the word with any picture
representation.
Flyswatter Game:
Tier II Additions
 Divide class into two teams or let students play individually and not
in a team situation. Teacher writes vocabulary words (5-7) on
board in bold letters. One student from each team stands two feet
away from the board with a flyswatter in hand at their side. The
teacher calls out the definition to a word and the student who ‘slaps’
the correct word on the board first wins that round and remains
standing to play the next round with a new student from the other
team.
Tier III Accommodations/Modifications
 Reduce amount of words printed on board.
Tier IV Modifications
 Tape appropriate pictures on board that correspond to teacherselected definition for student to slap.
Tier V Modifications
 Allow student to work with student peer and/or paraprofessional to
decide correct definition of 1 teacher-selected word by eye gaze or
head nod or any electronic means (computer, AlphaSmart, etc.).
Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce
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A Variety of Context Clues
To Teach the Word Vocal
1. The experience clue: EXAMPLE: The pep squad was the most vocal
group at the pep rally.
2. The comparison/contrast clue: EXAMPLE: A few students were vocal in
protesting the closed-campus rule; however, most accepted the change
quietly.
3. The synonym clue: EXAMPLE: Marty was vocal about his feelings, but he
is not usually so outspoken.
4. The summary clue: EXAMPLE: Tilly was vocal about her concern for the
environment; she spoke to all the students in an assembly and wrote
several letters to the editor.
5. The association clue: EXAMPLE: Armando was as vocal in his
expressing his opinion as a politician running for office.
6. The previous contact clue: EXAMPLE: If students understand that vocal
music is singing, they may understand that “vocal” relates to using one’s
voice.
Punctuation clues: EXAMPLE: The President is vocal (outspoken) in his
defense of his economic policy.