Vocabulary Role-Play

Description:
Prior to reading the chapter or section of text in class, the teacher should identify key
vocabulary. While reading aloud during class, the teacher should stop at key words to define and
discuss the vocabulary words. They can also put these words on a word wall during the reading.
Students should make note of where and how theyve seen the word used before. After reading
the text in class, students are split into small groups and assigned a set of 4-5 words. They are
given the opportunity to create a scene using their set of words. Students may write their own
script to perform for the class, and can be given props to increase the dramatization as well! The
students will perform their scenes in groups, and groups can then discuss how the words can be
used in different contexts.
In the Language Arts classroom, this is a fun way to to incorporate vocabulary words
from the books we are reading or the weekly vocabulary list. Language Arts classes do not
always have vocabulary from the textbooks; we often teach vocabulary as a weekly lesson, and it
does not necessarily relate to the current unit. This activity gives students the ability to have fun
with the weekly vocabulary lesson and helps them to create meaning and context.
Rationale:
The key part of this activity is that it lets students take vocabulary words and apply them
to a variety of contexts. Students take an active role in this by creating the new contexts in
which theyll apply the words. They are able to see how words might have different meanings,
while also seeing how studying words can be done in variety of ways. Students can also have
fun with this activity by being able to work with others. By including a strong reader in each
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group, ELLs may feel more comfortable as there is someone who understands the English
language well working with them.
This activity helps ELLs develop both high-frequency words and academic content
words. Many vocabulary lessons include words that are often used later in life, as they are more
complex versions of the words they use now. In addition, there are many content words taught
that relate to both Language Arts and other subjects, and Language Arts classrooms often teach
vocabulary words that are interrelated.
Vocabulary Self-Collection:
Description:
During an assigned reading, students should be instructed to pick a word they think is
important. All the words should be collected to create a list, and the teacher then supplements
the list with additional key vocabulary. The class can then work together to define the words and
their part of speech, eliminating words that are already known. The teacher may want to take the
eliminated words to create a secondary list, in case they are useful or unknown to a small portion
of the class. Students may then quiz each other on these words in pairs, or work together to write
short sentences using the new vocabulary. The words will then be posted on a wall dictionary
throughout the unit.
Rationale:
The fact that students are active in picking the vocabulary creates an investment on their
part. Another key feature of this is the way students learn to be aware of the words they come
across. Students will know the form and meaning of the word, as well as gain an understanding
of how to use it in context. It hits both the productive and receptive aspects of word knowledge,
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as students are able to recognize the written words and then use them. It can also be
differentiated for beginning and advanced ELLs. By including interaction with others in this
activity, ELLs are able to develop their oral skills as well.
Using Idioms
Description:
I would start this lesson by reading aloud from an Amelia Bedelia story. Amelia Bedelia
offers a fun way to recognize the use and misuse of idioms in everyday life. Even though I will
be working with secondary students, I know how fun it can be to read aloud beloved childrens
books in class. After pointing out a few idioms from the stories, I would ask students what ways
they could have used context clues to figure out the correct meaning of the idiom, unlike Amelia
Bedelia.
After reading a story or two, I would hand out a list that includes sentences on one side
and definitions on the other side. Using this list, I would have students use the context clues to
figure out the meaning of the underlined idiom, matching it to a definition. Students would then
illustrate an idiom of their choice, while also writing a new sentence to use it in context. Pictures
could then be hung around the room.
Rationale:
This touches on the learners receptive and productive written vocabularies. These are
high-frequency phrases with social purposes, although they may be found throughout literature
as well. It is helpful to point out idioms so that students are able to recognize them as we read
various literature throughout the year. By allowing students to write them in a new context and
to create visual images of them, students are better able to recall the meaning of idioms later on.
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Idioms are a more difficult concept, because students are learning figurative definitions
rather than literal ones. I would include a few differentiation strategies for this. For students
who grew up with the English language and understand idioms well, I would have them research
the origin and write a short history of the idiom. For non-native English speakers, I would have
them share some idioms from their native language. In this way, students are developing their
research skills as well.
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