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Name: Abbey Storey

Area: Vocabulary

Description: I was first introduced to this method, the Vocabulary Introduction Chart, in my

Curriculum and Instruction 475 class at the University of Illinois. Before reading a book aloud to

students I will pass out a vocabulary introduction chart consisting of a table that students need to

fill out. I will give them words from the text I would like to focus on and have them check how

comfortable they are in their knowledge of that word from never hearing it before to knowing

more than one meaning for it. The last column of the chart consists of a column where students

can write their predicted definition of the word, multiple if appropriate.

Table 1.1
Example Vocabulary Introduction Chart
Word Never Have seen Think Know one Know Predicted
Heard or heard know meaning more than definition:
Before but don’t meaning and can one
know use the meaning
meaning word in a and know
sentence several
ways to
use the
word

Rationale: This method stood out to me as very effective, because when I experienced it in class

I learned new meanings of everyday words I thought I had mastered. It showed me how this

method can reach a lot of students and enhance their vocabulary while being a fun and engaging

activity. In conjunction with the Illinois Learning Standards I believe this activity addresses

many of the learning goals desired. For example, standard CC.K-12.W.R.7 which states

“Research to Build and Present Knowledge: Conduct short as well as more sustained research
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projects based on focused questions, demonstrating understanding of the subject under

investigation.” This activity can be classified as a short type of research project because groups

are assigned a word and must research the definition and meaning in order to share this with their

other classmates. They are using sources such as dictionaries or credible online sources to fulfill

this requirement and find the necessary information. Standard CC.K-12.SL.1 states

“Comprehension and Collaboration: Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and expressing

their own clearly and persuasively.” This relates to the Vocabulary Introduction Chart activity

because students are placed in diverse groups and are able to share their thoughts about the

word’s meaning and usage and then discuss their findings on the actual meaning as they research

it further. They then get to discuss how they wish to use the word in a sentence and design it

together as well as create the artwork representation. Standard CC.K-12.SL.4 states, “K-12 SL

R.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting

evidence such that listeners can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience.” This activity allows students to present

information on their specifically assigned word, explain where they found their information and

explain the word in context as well as visual representation. It allows them to explain their

thoughts and discussions as well as engage the audience of their peers. Because their peers are

completing the same activity with a different word it is appropriate for the audience as well.

Standard CC.K-12.L.R.4 states, “Vocabulary Acquisition and Use: Determine or clarify the

meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing

meaningful word parts, and consulting general and specialized reference materials, as

appropriate.” By engaging in this activity students are clarifying the meaning of an unknown or
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partially known word, or expanding their knowledge of an understood word. They are consulting

reference materials such as dictionaries and Internet resources to find answers to their vocabulary

questions. Additionally to these mentioned, there are many more standards with which this

activity fulfills. It offers students a chance to learn hands on and express themselves at the same

time.

Example of Application: Students will fill out the chart individually based on their knowledge

of the words I give them from the text. I will place students into groups, with each group being

assigned one of the words. For example, if there were five vocabulary words in the chart and 25

students, I would place students into five different groups with five students in each group. The

reciting and writing their knowledge of the words prior to grouping will take no more than ten

minutes. Group placements will take three minutes. I will give each group fifteen minutes to

complete the rest of the assignment. In these fifteen minutes the students will need to find a

definition of their assigned word, use the word in a sentence and draw a pictorial representation

of the word on a poster. We will regroup as a class and have each group share their poster and

word to the rest of the class. Each group will share for no more than three minutes. This

application enhances the student’s knowledge through all types of learners- both visual and

auditory learners for example.

Adaptations: Students with disabilities may need an aid to work with them in the group setting

and to fill out their chart. For example, a student who is deaf would need an interpreter to sign

them the words in order to fill out the chart. A student with intellectual disabilities may need

more time in their group in order to understand at their own pace. There are many ways to adapt

this activity to accommodate all learners, not limited to these two examples.