Kristin Throop

EDC 346

Vocabulary Strategies Chart

Vocabulary
Strategy
Vocabulary Bingo

Short Stories

Write Songs

Pictionary

Flashcards

Match Game

Jeopardy

Directions/
Procedures

Materials
Needed

Have students make Blank pieces of paper

bingo cards that
Chips or paper cut
include vocab terms
into squares
already learned.
Flashcards with
Read the definitions
definitions
of various vocab
Small prizes
terms that the
students have.
Students will place
chips on word where
it exists. The teacher
can reward students
who complete a
bingo with prizes.
Have students create Paper and pencil, or a
a short story or
computer
screenplay using the
Colored pencils or
words they have just
markers
learned. This can be
used as a final project
or mid-term project.
Have students write a
Manuscript paper.
song that includes
Pencils
vocab terms that will
describe how the
music is to be
performed.
Have students act out Flashcards with terms
the vocabulary terms. that can be acted out
Have students create
flashcards that define
and illustrate
vocabulary.
Students match
vocabulary terms
with a picture or
description.
Develop a table with

Index cards
Pencils

Index cards with

definitions, names,
and pictures of
vocabulary terms
Sticky notes
1

Source
Portland Education
Teaching Strategies
Blog

Portland Education
Teaching Strategies
Blog

Based off of Portland

Education Teaching
Strategies Blog

Portland Education
Teaching Strategies
Blog
Quizlet.com

Unknown

Strategies to Build

Kristin Throop
EDC 346

Talk Fast Talk a

Mile a Minute

After Reading Card

Game

six columns and six

rows. Each cell
contains a vocabulary
word that correlates
with the columns
category. Cover the
cells with a sticky
note. Each cell is
labeled with a point
amount. Divide the
students into pairs or
teams. Each team
will choose a speaker,
only this person is
allowed to answer.
Decide whether a
students question
represents an
adequate
understanding of the
term. Award points if
correct.
Students are divided
into small groups. In
each group, students
rotate between
talkers. Each
talker will have a list
of words that are all
related and have to be
described. This is
played like Taboo.
Each talker will be
given 2 minutes.
After each talker, the
students will rotate
roles.
Each student will be
given a card that
contains a term and
definition (or just a
term, or a definition
and a star). The

Dry erase markers

Flashcards with
answers
Key to the table

Student Vocabularies

Flashcards with
related words.
Timers
Pencils
Score cards (paper)

Strategies to Build
Student Vocabularies

Index cards with

definitions and terms

Strategies to Build
Student Vocabularies

Kristin Throop
EDC 346

Crossword Puzzles

Vocabulary
Notebooks/
Journals

Graphic Organizers

student with the

definition and star
will start the game.
Each student will
read the definition on
his or her card, and
the remaining
students will have to
match their term to
the definition that has
been read. This will
continue until all
terms have been
defined.
Students will fill out
a crossword puzzle
that will give students
more practice with
music terms and
concepts.

Crossword Builder
Pencils
Answer Key

Students will write

terms, definitions,
pictures, examples,
and anything else that
may help them
remember key terms
from within the class.
These notebooks will
invite students to
strengthen their word
knowledge and
internalize meaning.
Students will
organize musical
terms and concepts
into related
categories (tempo,
articulation, etc.).
Under each category,
students will list,
define, and illustrate
each term and

Notebooks
Pencils/pens

Lined, blank, or
graphing paper
Pencils

Strategies to Build
Student Vocabularies
Discovery School
(Puzzle Maker)
Education World
(Vocabulary Puzzles,
Activities, and
Lesson Plans)
Strategies to Build
Student Vocabularies

McKenna and
Robinson

Kristin Throop
EDC 346

Thesaurus
Discoveries

Word of the Day (or

Week)

concept. These will

be used as tree
diagrams, flowcharts,
semantic maps, and
tables.
Students will take the
Latin, German, or
whatever language
the musical term is in
and translate it to
English. They will
then look-up the
correlating word in a
thesaurus to find
other words that
describe the musical
term. They students
will then write it
down in their
vocabulary
notebooks, and
discuss their findings
with their peers.
Each day (or week) a
new musical term
and/or concept will
be introduced in the
classroom. The rest
of the day (or week)
will involve special
findings, discussions,
and activities that
will better help the
students understand
what the word means.
These new findings
will be written down
into the students
vocabulary
notebooks.

Vocabulary
notebooks
Thesaurus
Dictionary
Pencils

Karen Bromley

Vocabulary
notebooks
Index card or poster
with the word of the
day (or week)
New discoveries of
term and/or concept
Daily activities to
help student
understanding of the
term and/or concept

Karen Bromley