Vocabulary Building Exercise

Author: Debbie S. Miller Intended Grade Level: 3 rd Grade Intended Unit: Alaska

Ideas for when/how I will introduce these words the first time:

For the Tier 1 words, since these are words that most students will have an idea for the definitions, I will introduce the words by asking students for their idea of the definitions and write their ideas on the board. Once discussion is completed I will present the definitions that we will use as a class.

For the Tier 2 words I will have each word on pieces of poster board and have the students do some free association about what they think the words mean. The same thing could be done using the SMART board or the overhead projector. Once discussion is completed I will present the definitions that we will use as a class.

For the Tier 3 words I will present pictures of the different phenomena since these will be ideas that are foreign to most students. Once discussion is completed I will present the definitions that we will use as a class. I will use the following pictures (all images courtesy google images):

Sun dog:

Glints:

Diamond Dust:

Alpenglow: Step 1: The teacher will give a description, explanation, or example of the new term in familiar language to the students.

Key Vocabulary and Familiar Word Definition

Words Familiar Word Description / Examples TIER 1 urge to encourage an activity seldom not often reflect to give back an image, like a mirror survive to remain alive TIER 2 summer solstice the end of spring and beginning of summer; the longest day of the year; around June 21 winter solstice the shortest day of the year; around December 21 northern lights multi-colored lights that occur at night sparkles colorful sprinkles of light in the snow vernal pertaining to spring equinox equal day and night vernal equinox the end of winter and beginning of spring; day and night are equal; around March 21 fall equinox the end of summer and beginning of autumn; day and night are equal; around September 21 phenomenon an observable fact or event horizon where the earth or sea appears to meet the sky twilight the period between full light and sunrise or the period between sunset and full night migrate to move from one place to another hibernate to spend winter sleeping cumulus clouds fluffy clouds with a flat base TIER 3 sun dogs bright, colorful spots of light that often form in pairs on either side of the sun glints colorless points of light diamond dust ice crystals that form when moist air enters clear and cold air alpenglow reddish or pinkish glow on snow-covered mountains around sunrise or sunset Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.

Key Word Strategy (See file entitled Arctic Lights Arctic Nights Main Idea Strategy) Students will fill in the main idea and related thought sections.

SAMPLE Target / Definition Main Idea Related Thought TIER 1 Urge- to encourage an activity

Seldom- not often

Reflect- to give back an image, like a mirror

Survive- to remain alive Vocabulary Builder: Making it Visual

Step 3: The teacher will ask the learner to connect an image with the new term – e.g. draw a picture, symbol, metaphor, or locate a graphic to represent the new term.

Picture Cards (See file entitled Arctic Lights Arctic Nights Picture Cards) Students will write in the open box the new vocabulary word. On the back of the card, write the definition.

SAMPLE

Northern Lights Elaboration of New Vocabulary Words

Step 4: The learner will participate in activities that provide more knowledge of the words (such as completing a reading in which the word is central, creating a semantic map of the word, completing a compare/contrast activity with the words, doing a word sort, etc.).

Four-Square Vocabulary Exercise (See the file entitled Arctic Lights Arctic Nights Four-Square Vocabulary) In box 1, write the new vocabulary word. In box 2, give synonyms of the new vocabulary word. In box 3, give opposites of the new vocabulary word. In box 4, write a definition of the new vocabulary word.

SAMPLE 1 2

NEVER SELDOM RARELY HARDLY

4 3

FREQUENTLY NOT OFTEN OFTEN USUALLY

Learning Through Interpersonal Exchanges

Step 5: The learner will interact with other learners using the word (a discussion/skit/play/debate).

Partner Discussion Questions

Students will work in partners to complete the following exercise.

Partner One asks the questions and Partner Two answers them. Complete as many of our new vocabulary words as you can until I blow the whistle to switch roles.

QUESTIONS: 1. Do you know what ______means? 2. Are you familiar with the word ______?

ANSWERS: 1. I know that the meaning of ______is ______. 2. I think ______could possibly mean ______because ______. 3. I am not familiar with the word/term. 4. I have no idea what ______means. 5. I feel confident that we know what ______means, but I would appreciate some assistance with ______. Step 6: The learner will participate in games that provide more reinforcement of the new term (e.g. Pictionary, charades, BINGO, 20,000 pyramid/taboo, jeopardy, etc.).

Activity #1 Crossword Puzzle (See the file entitled Arctic Lights Arctic Nights Crossword Puzzle)

Activity #2 Connect-4 Divide the class into two groups – the black team and the red team. Students will draw a vocabulary word. If able to provide a definition, the student can make one move; if unable to provide a definition, play passes to the other team.