Name: ____________________________
Period:_____________
(Riverhead Trade Paperback Edition) 2004
Teacher Instruction Sheet
Statement of Purpose:
The best way to teach vocabulary is to teach it in a context. This strategy, Definitions by Degree, helps students identify the different kind of friendships and relationships that people have in the world by creating a spectrum of the words that define what kind of friendship it is. This strategy promotes higher order thinking by forcing students to understand what a word is, its definition, and what it entails. The answers are not just given to the students; they are forced to come up with their own definitions.
Context:
This strategy directly connects to The Kite Runner because Amir has many different relationships in this book, but it is unclear what form the relationship takes. Most importantly, the reader is often confused if Amir believes he is truly Hassan’s friend, and if not how their relationship could be described. This strategy should be used at the beginning of the book, after the first or second chapter or even before the book is begun. Doing this strategy at that time, and writing the words of the spectrum across the top of the whiteboard keeps them in the student’s mind, so that the topic can be revisited throughout the novel – “Amir just said this, what do you think he imagines his relationship with Hassan to be now?” Why? What does this word mean?
Directions:
• Divide the students into pairs
• Give each pair the instruction paper with the words on it and the sheet with the spaces for their answers to be filled in (can be double sided for both sheets on same page), a sheet of construction paper for them to write and cut out the words, and a dictionary.
• Have students follow the instructions on the paper – they are to write out the words onto the strips of construction paper and order them from one extreme to another. Make sure students know to use the dictionary when they are not sure of a word’s meaning, and to write the word’s meaning in the space under the word on the instruction sheet.
• Once each pair is done, as a class discuss the spectrum and create a class spectrum across the top of the whiteboard. LEAVE THIS THERE TRHOUGOUT THE UNIT, so that you can refer back to them throughout the book. Make sure to let students know that they don’t have to change their individual answers if they feel strongly about a word’s placement.
• Have each student write a paragraph or a page on why they arranged the words the way that they did. If a student’s spectrum diverged from the class spectrum, have them explain why.
• Total time for this assignment should be 30 minutes, as needed.
Assessment:
To assess this strategy, the sheet that students will fill out has been provided, with a space for them to write the spectrum that their partnership came up with, and what the class came up with, as well as a space for them to defend their choices. If students needed to look up the definition to a word, they should write the definition in the space provided on the instruction page. This way the teacher can see what the groups came up with as well as what words they needed to learn more about.
Summary and Segue:
Perazzo, BYU, 2010

Name: ____________________________
Period:_____________
As previously mentioned, using this strategy at the beginning of the book allows students to see what vocabulary is important for them to understand in this book, as well as help them see and relate to these relationships or feelings in their own lives. The application of this exercise throughout the book has been mentioned, and can be a really great way to keep the vocabulary in context and in the student’s minds as they read.
Perazzo, BYU, 2010

Name: ____________________________
Period:_____________
Divide into pairs and write these words onto strips of colored construction paper. If you find a word that you don’t know the definition of look it up in the dictionary and write the definition underneath the word. Arrange the words from one extreme to the other.
Perazzo, BYU, 2010

Name: ____________________________
Period:_____________
On this side of the paper you will write the words in the order that you and your partner have come up with.
There is also a space for you to write the spectrum that we will come up with as a class after you and your partner finish working. On a separate piece of paper you will write at minimum a paragraph and at maximum a page defending your spectrum, especially if you have a different spectrum than the one that we came up with as a class
1. 20.
The
1.
Spectrum
20.
6.
7.
8.
9.
6.
7.
8.
9.
Perazzo, BYU, 2010

Name: ____________________________
Period:_____________
Calista Perazzo
March 23, 2010
Reflection on Vocabulary Strategy
I think that teaching Vocabulary is one of the most tedious tasks that a teacher can teach. Why? Because it is always done the same way; have students copy the words from the chapter onto a piece of paper and copy the definitions down in the back of the book. Once in awhile a teacher will have the students make flashcards of the words, just to “spice things up.” But really, there is a huge need for better vocabulary instruction in the classroom, and it should be taught in the same way that writing and grammar are taught – in the context of reading. This is really the only way that words will stick in student’s minds, and so should be given more attention to proper instruction in the classroom. That is why I think that this vocabulary strategy, and the others that were given as examples in class, are so important. The words I used to create this “Definition by Degrees” assignment are common words, but mean so much more when paired together, and when they are taught in the context of a character and his “real world” life. This helps students understand how the words can be translated into their own lives, which would be a by-product of this assignment. Later in the book, after students have become especially familiar with the words, they can write a personal narrative reflection on the “friends” that they have in their lives and use better words than just the base level “friend.”
The problem with the Vocab instruction strategy is that it is too easy to assign students words out of a literary text’s glossary. It is easy for the students; it is easy for the teacher. I have been in many classrooms, both as a student and as an observer, and seen the “copy and paste” method taught over and over. It is really important for teachers to understand that the way they teach vocabulary influences the motivation that students have to learn about vocabulary. Even the “cool” vocabulary strategies like this one can be mishandled if they are not re-addressed throughout the unit or text. Readdressing the vocabulary words teaches the words better than copying, and helps students incorporate them better. It is simply up to the teacher to put these strategies to
Perazzo, BYU, 2010

their best use.
Name: ____________________________
Period:_____________
Perazzo, BYU, 2010