Using
Vocabulary
Workshop and
Having Fun!
Anne Postema,
Stephanie Tatum
and Nora Moulton
Harrison High School
Before you leave this session, please complete the blue PLU/Stipend form
and the salmon-colored conference evaluation form.
Turn in both forms at the end of this session.
Words as foundations
for learning: vocabulary
CHAPTER ONE: THE BOY WHO LIVED
Mr. and Mrs. Dursley, of number four, Privet Drive,
were proud to say that they were perfectly normal,
thank you very much. They were the last people
you’d expect to be involved in anything strange or
mysterious, because they just didn’t hold with such
nonsense. Mr. Dursley was the director of a firm
called Grunnings, which made drills. He was a big,
beefy man with hardly any neck, although he did
have a very large mustache. Mrs. Dursley was thin
and blonde and had nearly twice the usual amount of
neck, which came in very useful as she spent so much
of her time craning over garden fences, spying on the
neighbors. The Dursleys had a small son called
Dudley and in their opinion there was no finer boy
anywhere. The Dursleys had everything they wanted,
but they also had a secret, and their greatest fear
was that somebody would discover it.
• Students’ lack of everyday
and academic vocabulary
ultimately translates into
shallow interactions with
print and the spoken word,
fewer job opportunities,
and less income
• Viewed this way, there is
no doubt that systematic
vocabulary instruction
must be prominent in
classroom instruction
Tier 1: Basic words that appear
in spoken language, heard
frequently, rarely require
explicit instruction
• Vocabulary
Acquisition and Use
• Context clues, word
parts, reference
materials
• Figurative language,
word relationships
• General academic,
domain specific
words/phrases
Tier 2: High frequency words
used across several content
areas, lack of redundancy,
present challenges to students
who primarily meet them in
print
Tier 3: Specific content area
words, central to building
knowledge and understanding
within the academic domains,
integral to instruction
-Medical, legal, biology and
mathematics terms are
examples of these words.
The Zombie
• Students who cram for a
vocabulary quiz probably look at a
list of 15 or 20 words, covering the
definition, looking at the word and
then trying to define it.
• Some may think, “Yeah garrulous
means talkative. Okay that’s easy.”
• A few seconds later, they’ve totally
forgotten the word.
The Parrot
• Dictionaries often define words in
such way as students really aren’t
sure what the word means. In this
case, if they simply memorize the
dictionary definition word-forword, they haven’t done
themselves any favors.
• Let’s say the word is disingenuous.
The dictionary reads, “lacking in
candor, frankness or sincerity.”
• The parrot would smugly caw the
definition, unaware that he or she
really doesn’t understand how this
word functions in a sentence
Disingenuous 
Do I know the word?
• Four levels of word
knowledge:
1. I never saw it (the word)
before.
2. I’ve heard of it, but I don’t
know what it means.
3. I recognize it in context,
and know it has something
to do with …
4. I know the word.
The more exposures, the
more sophisticated the
student’s understanding.
Goal: to have students
store the meaning of
words in their long-term
memory and to use these
words to construct
meaning, comprehend
text, and understand
content
One of the best ways to learn a new
word is to associate an image with it
• Linguistic: form expressed as words, phrases and
statements
- Write the definition in your own words
• Nonlinguistic (imagery): pictures, kinesthetic association
and sound
- Idea: Present students with a
nonlinguistic representation of
the new word, and then ask them
to create their own
Compel: to force or drive, to overpower
Impel: to drive or urge forward, to incite to action
From a blogger:
What does impel mean? I
stumbled across impel in a book I
was reading, and from context
and phonetics I assumed it meant
something like compel, but I was
baffled as to why they would use
impel as opposed to compel.
I had to look it up and read the
definition, and then think really
hard, and then read another
version of the definition before I
clearly understood the subtle but
significant difference between
compel and impel.
The problem is that I’ve heard
compel misused so many times
(and misused it myself), that the
definition of impel created some
serious cognitive dissonance for
me.
In fact I’d wager most of the time
when we say we’re compelled, we
really mean we’re impelled.
Mix and Match
1. vocab word, 2. definition, 3. image(s)
• Different colored index
cards
• Shuffle the cards well. Each
student chooses a card.
• Scaffolding: “You have 30
seconds to check with
anyone in the room about •
what is on your card.’”
• Then they move around to
find their two matches.
Teacher coaches as needed:
“Check that definition! Is
that the best image?”
• Circle facing inward: Teams
say word and definition and
show image. “Does
everyone agree?” This
allows them to hear, see
and talk about the words
several times.
Options: Give partners an
image and send them to a
word/definition bank that
you have already set up.
May have to negotiate with
classmates for correct
interpretations.
Pictograph: HHS Anne Postema
Modified from a presentation at Calloway Gardens conference by Patsy Hamby
• By using these activities, my students on
increased their SAT vocab quiz scores by an
average of 10 points.
• Prior to this approach to vocab, students
didn’t really think about the words.
• I was frustrated, and they acted like vocab was
a throw-away grade that should be easy.
• I’m still working on increasing critical thinking
while my student learn their vocab.
Preparation Before Class
• Each vocab unit will take two weeks in order to
make time for activities that supplement the
vocab book.
• (8 ½ x 11 sheet of paper folded with two hot dog
folds and two hamburger folds and cut into small
pieces of paper)
• I cut out one small slip of paper for each student.
• Go to http://quizlet.com/ and search for flash
cards for the Sadlier unit and print one for each
member of the class.
Day 1
Step 1 (of 7 steps – see handout)
• Students receive a printed flash card with the
word and definition of the unit of study as
they enter the classroom along with a small
piece of paper on which they will draw their
picture interpretation of the word.
Step 2
• Students draw a picture on the paper with the
word lightly penciled on the back and turn in
to teacher when finished.
• They may consult their vocab book, other
students or the teacher to complete this step.
• Students turn in the flash card. (Save because
you’ll use them for activities later in the
week.)
Step 3
• Teacher prepares the first voting sheet by placing
each picture onto a single sheet of paper, fitting
as many as possible on the page. I usually split
the words into two to four pages, depending on
the size of the class.
• Number and label each picture with the correct
word.
• Some words will have to be doubled so everyone
can draw a picture. Place words with two
pictures next to each other.
Day 2
Step 4
• When choosing words to double, I pick the most
abstract or unusual words. If more than one
student draws for that word, you are more likely
to get a good picture for the quiz.
• Students will vote on the pictures.
• There are several ways to arrange the voting.
– As students enter the room, they receive a number
that corresponds to a word on the voting sheet.
– As students begin to work on the activities in the
vocab workbook (“Completing the sentence”), I call up
groups to students to vote on words.
Voting Continued
• Students are divided into groups to vote on a
group of words. Four students vote on four
words, or three vote on three words. They have
to reach consensus and initial beneath the word.
• You can have them vote in pairs or any
combination that will meet the needs of your
classroom.
• Note: try to mix up the voting to avoid any routine
every time. This is key to creating interest.
Counting the Votes
• Review the voting and assemble a quiz using the
pictures.
• I usually review some of the pictures especially if
they do not adequately reflect the true meaning
of the word.
• Sometimes students will choose to illustrate the
example sentence rather than the word. I discuss
this with them and ask them why they drew
certain pictures for this word. This allows for
genuine metacognition, and I really can’t always
figure out the connection.
Counting the Votes
• Sometimes I’ll ask a student who is good at
creating the drawings to draw a picture of a
word that no one was able depict well and use
that for the quiz.
• So far I haven’t had to draw any of the
pictures myself.
Create the Pictograph Qz
• Take all 20 pictures that students have voted
on and/or discussed and arrange them on two
sheets of plain paper.
• Number them in a manner that seems
reasonable so students can locate the number
easily.
• Photocopy back to back, making sure the
darkness is adjusted so the pictures are clear.
Day 3
Step 5
• I find a simple short vocab activities that
enable students to be proactive in introducing
themselves to the words. I like them to be
kinesthetic in nature if possible and include
each student. (Sample to follow.)
• I use a different activity for each unit and only
repeat the best if enough weeks have passed,
so it is fresh.
• Routine kills vocab instruction.
Example Activity
• Example: I pass out the vocab cards as students
enter the room. As class begins, I give the
following instructions:
• (If weather permits, I take students outside to a
larger space) Each of you has a word. Find a
partner, and read your word and definition to
him/her, and listen to your partner do the same.
Then exchange cards and find a new partner. Do
this with as many people as possible in three
minutes.
Day 4
Step 6
• “Choose one” quiz using IRespond
• I create a PowerPoint quiz where students choose
between two definitions for a word.
• I match the length of the choices so they more or less
match and make sure the definition is as short as
possible. (Sample to follow.)
• I generally give this using IRespond clickers, so students
and I can identify more challenging words. We see if
the class can get a 100 percent correct answer for
some of the words. Encouraging and challenging each
other, they seem to enjoy this part.
“Choose one” quiz
• I set the timer on IRespond for 15 seconds for
them to choose an answer. They do this
without the vocab workbook.
• The point is for them to make a commitment
and choose a definition. Remember that this
is in the first week of learning the words.
Day 5
Step 7
• Students use their vocab books as they match
words and pictures, recording their answers on
the answer sheet. (Answer sheet depicted on the
next slide.)
• Students complete the “Words in Action” writing
prompt, using six to eight words from vocab, their
choice, a formative assessment.
• Students exchange papers, and we review
together.
• I ask them for the answer, and usually someone
has the correct answer.
Answer Sheet
Idea: Use a
positive
label to
identify
class period
and student
name to
add pizzazz
to the
answer
sheet
Fantastic:
____________________________
Name
DATE:
Circle one: Terrific 2nd
Awesome 5th
1.
1.
1.
1.
1.
Simile activity: Another formative assessment
rather than The Test! (See HHS website, Moulton blog.)
Ask students to generate their own explanation
or description of the term/phrase
•
•
•
•
•
•
•
•
It is kind of like _______________________
It looks like _______________________
It is when you _______________________
It’s where you go to _______________________
It feels like _______________________
It smells like _______________________
You use it when you _______________________
(Simile exercise samples)
Unit 10 Vocabulary Brave New World Advertisement
Create an advertisement for a product
appropriate for the citizens of the
Brave New World.
In your advertisement, include 10
vocabulary words from Unit 10.
Underline the vocabulary words.
Remember in advertising, the visual is as
important as the words. You may gather
visuals from the Internet and/or
magazine pictures. The advertisement is
due on/before ……..
9th Honors Literature Weekly Vocabulary Program
Ongoing Vocabulary Essential Question: How
does expanding my vocabulary increase my
communication skills?
Standards Addressed ELACC9-10L6: Acquire and
use accurately general academic and domainspecific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and
career readiness level; demonstrate independence
in gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
WEDNESDAY
In class: Vocabulary Review: choosing the
right word, synonyms, antonyms.
Homework due Friday: Complete Vocabulary
in Context: Literary Text. Play online games
and complete interactive quiz .
MONDAY
In class: Read the passage at the beginning
of the unit. Introduce the unit words. View
PowerPoint slide show to review
etymologies and connotations.
Homework due Wednesday: Listen to
iWords. Complete Choosing the Right Word,
Synonyms, and Antonyms. Play unit online
games.
REVIEW UNITS: After every three units, we
will complete a review unit. On the Friday
of the review week, there will be a review
unit cumulative assessment for all 60 words.
FRIDAY
In class: Vocabulary unit writing assessment.
Sadlier Oxford’s Vocabulary Workshop Website:
www.vocabularyworkshop.com
Additional Vocabulary Review Site:
http://www.vocabtest.com/vw/levele.htm
AUGMENT
Connotation: positive
Etymology: c.1400, from O.Fr. augmenter (14c.),
from L.L. augmentare "to increase;" from L.
augmentum "an increase;" from augere "to
increase, make big, enlarge, enrich"
Word Structure: noun suffix –ment means “act
or process of”
WARILY
Connotation: neutral
Etymology: 1552, from O.E. wær "prudent,
aware, alert, wary"
Word Structure:
adverb suffix –ly means
“having the nature of”
Sadlier offers
great online
resources for
students and
teachers!
Vocab Gal: another great resource
“You had me
at that
impeccable
vocabulary!”
Complete the PLU/Stipend form and the
conference evaluation form. Turn in both forms
to the boxes located by the exit doors.