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MULTICULTURAL EDUCATION
24
Linguistically Diverse Students & Their Families
Claire Sibold is a professorin the School of Education
at Biola University,La Mirada, California.
Building English Language Learners’Academic Vocabulary
Strategies & Tips
Claire Sibold
and Zwiers (2008), ELLs require assistance in developing content-related vocabulary in their second language if they are to experi-ence success in school. Both native English speakers and ELLs need support in learning the language that is used in the classroom as part of instruc-tion, reading, discussion, and assignments. Interweaving direct instruction in academic language helps students acquire an un-derstanding of abstract concepts, multiple meaning words, and content vocabulary. When students are able to understand the vocabulary for the that content they are reading and hearing, they will have a better understanding of the material. While wide reading promotes vocabulary growth, ELLs who do not read enough cannot acquire the word wealth that would help them with language learning.
Three Tier Model
Beck, McKeown, and Kucan’s (2002) Three Tier Model places vocabulary words into three categories: Tier 1 which consists of basic or common words, Tier 2 which involves words that are used across the curriculum and multiple meaning words, and Tier 3 which is content specific vo-cabulary. In this model (see Figure 1),
Introduction
According to Beck, McKeown, and Kucan’s Three Tier Model (2002), when it comes to language instruction the distinc-tion between academic vocabulary words and content specific words has a significant bearing on the language success of English language learners (ELLs). By using the strategies decribed in this article teachers and parents will have the means to develop ELLs’ vocabulary through reading, direct instruction, and reinforcement activities and games. Teachers and parents can use these strategies before, during, and after reading, and thus provide students with a set of tools they can use independently as they read. Often vocabulary instruction receives inadequate attention in elementary and secondary classrooms (Biemiller & Boote, 2006). Academic vocabulary, specifically the language that may occur in multiple contexts or the precise words that are presented in a specific context, can help students acquire new learning strategies and skills (Marzano, 2005). Academic vocabulary, however, is notably more difficult to learn than con-versational language because it is more specific and sometimes abstract, making it difficult to grasp. Knowledge of this kind of technical vocabulary in any specific con-tent area—for example, social science, sci-ence, mathematics, or language arts—is directly linked to content knowledge. Stahl and Fairbanks (1986) found that such vocabulary instruction directly im-proves students’ reading comprehension of textbook content. While the majority of teachers develop students’ vocabulary across the curricu-
lum, it is essential that English language learners have explicit instruction about the academic vocabulary that is necessary for their success in school.
The Importance to ELLs
When English language learners struggle with reading comprehension, it can often be attributed to their difficulty with understanding the vocabulary. Many studies report that low academic language skills are associated with low academic performance (Baumann, Edwards, Font, Tereshinski, et al, 2002; Biemiller & Boote, 2006; Carlo, August, McLaughlin, Snow, et al, 2004). These studies also report a discrepancy among students of diverse ethnicities related to the amount of vocabulary they know and the depth to which they know and use that vocabulary. According to Beck, McKeown, and Kucan, “there are profound differences in vocabulary knowledge among learners from different ability or socioeconomic (SES) groups” (2002, p. 1). Thus, students with smaller vocabular-ies are at a greater disadvantage in learn-ing, and this lack of knowledge too often is the main barrier to their comprehension of texts and lectures (Newton, Padak, & Rasinski, 2008). According to Graves (2006)
Figure 1Graphic Organizer of Three Tier Model
Three Tier Model
Tier 1:Basic Words
sight wordsfunction words
words that name objects
Tier 2:General Academic
and Multiple Meaning Words
important to understanding textwords used across the curriculum
words with several meanings
Tier 3:Specific Content Words
usage only in specific fieldtechnical vocabulary
not part of everyday use
WINTER 2011
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Teaching Language Learning
Tier 1 words are the most common words in English and they make up a significant percentage of the words students read. These words generally require little or no instruction, e.g., table, swim, cars, and dog (Wosley, 2009). Sight words, function words, and words that name objects are included within Tier 1 vocabulary. Tier 2 words are useful terms found with high frequency. These are words that are important to understanding the text and are used across the curriculum. For example, analyze, compare, and conclusion are words commonly used in academic settings during instruction, in discussions, on tests, and in assignments. Multiple meaning words such as set, bat,
base, and check have several meanings and must be presented in context in order to be understood. Students who are proficient in English typically have a better grasp of these words and are able to use them to communicate. Tier 3 vocabulary words are found with less frequency and are typically lim-ited to specific content areas. According to Vacca and Vacca (2008) these words have “usage and application only in a particular subject field,” e.g., centimeter, kilogram,
and deciliter in a mathematics or science class, or abolitionist, emancipation, and secession in a history class (p. 145). It is relatively easy for teachers to iden-
tify these Tier 3 words in their textbooks. Stu-dents, on the other hand, struggle to define or explain the meaning of these vocabulary words, words that are not part of the language they use every day. Therefore, this technical vocabulary needs to be taught explicitly and thoroughly (Vacca & Vacca, 2008).
Effective Vocabulary Instruction
Effective vocabulary instruction em-phasizes direct instruction. For example, presenting both key words that help ELLs understand difficult text and multiple-meaning words that require students to use context to figure out the meaning will be necessary. By using direct instruction, teachers can incorporate relevant vocabu-lary into the before, during, and after read-ing stages of instruction (see Table 1). In order to help students remember new words, teachers can ask ELLS to as-sociate the new words with things that are already familiar to them, or the teacher can translate the words into the students’ primary language (Colorado, 2007). After students read, teachers can use word play to reinforce the understanding of new words and create enthusiasm for learning those new words. For example, “Find the Ant-onym” (divide multiply) and “Which One Doesn’t Fit” (square, circle, ruler, triangle) are two possibilities
While students may learn new words by encountering them in their reading, it is critical that teachers give ELLs the tools for acquiring vocabulary through explicit instructions. To create enthusi-asm for learning new words, teachers can help students hunt for clues that unlock the meaning of unknown words such as synonyms, descriptions, explanations, and visual aids. It is important to connect the new words to students’ prior knowledge. To do this, teachers can actively involve ELLs in learning new words, create a vocabulary rich environment, and teach through a variety of strategies. For younger children, realia, actual objects or items, are useful for making abstract words more concrete. For example, in teaching shapes, teachers can bring to the classroom objects of dif-ferent shapes. Real objects, pictures, and photographs that clearly match unfamiliar words pro-vide visuals that help ELLs make sense of the new words, e.g., photographs of frogs and salamanders to illustrate “amphib-ians.” Teachers can also use anchor words for new words, e.g., “baseball cards” as the anchor for “collection,” “frogs” for “amphib-ians,” and “rice” for “grains.” To create a rich vocabulary environ-ment teachers can use a word wall that contains words from different content
Table 1Three Stages for Incorporating Relevant Vocabulary
Before Reading:
Pronounce the word and use the Spanish equivalent; then have students repeat the word in English several timesTap students’ prior knowledge and identify anchor or familiar words for new vocabulary words, e.g., “walk” as the anchor for “saunter”Pre-teach words before students read the materialIntroduce graphic organizers that show relationships among wordsShow realia, actual objects, pictures, picture books, and video clips to introduce vocabularyUse the Spanish equivalentTeach students how to use the structure of words, e.g., compound words, prefixes, roots, and suffixes, to break down a word into the meaningful units
During Reading:
Define words in context, using sentences from students’ reading materialHelp students find the context clues that will help them determine the meaning of an unknown word as they readUse graphic organizers to help students process the contentShow students how to use the dictionary to confirm their predictions about the meaning of the vocabulary they meet in their readingTalk-through the words as students hear these during oral readingUse a variety of strategies to help students process the meaning of difficult words
After Reading:
Focus on a limited number of key words, particularly interrelated words, to increase the depth of their understanding and concept developmentGive students multiple exposures to words throughout the day in order to cement their understanding of the word meanings Reinforce new words through activities, discussions, and assignments following students’ readingHelp make the words meaningful to students by linking the words with familiar things, people, or experiencesHave students incorporate the new words into students’ writing assignmentsHelp students integrate new words into their speaking and writing vocabulariesDisplay word walls and other graphic organizers with the new vocabulary and definitions
MULTICULTURAL EDUCATION
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Linguistically Diverse Students & Their Families
areas, word books, and develop a reading room with books that teach and reinforce new concepts. Word walls engage students visually and can be used to display content vocabulary from the curriculum or involve students in activities that will help them learn new words. It is also helpful to in-tegrate the new vocabulary into students’ writing assignments.
Strategies for TeachingAcademic Vocabulary
It is important to explicitly teach vocabulary using effective strategies that will engage students in learning new words—for example, association strate-gies, imagery, and graphic organizers. When introducing a new word, it is helpful to avoid a lexical definition as dictionary definitions often include other words that are equally difficult and do not make sense to the students. Instead, teachers can provide students with a description or explanation of the word or an example as shown in Figure 2. Repetition is one of the keys to learn-ing a new word. First, have the students listen to the pronunciation of the new word and at the same time view a picture or an actual object that goes with the word. Have them repeat the word out loud at least three times. Then have them use the word in a sentence similar to what appears in the material the students are reading. For example, the teacher reads, “There are four geographic regions in California.” Then the teacher explains that regions are parts of
the state of California. She shows these regions on a map. Students can work in pairs to come up with a new sentence using the word in question. This procedure can be repeated with each key word as shown in Figure 3. When teaching academic vocabulary using this repetition cycle, carefully se-lect a few content-specific words from the textbook that are critical to students’ un-derstanding of the main concepts, topics, or sub-topics. After developing activities that provide multiple exposures to the words in context, then present opportunities for the student to practice using these words. Through the use of a variety of strategies, teachers can scaffold students’ learning of new vocabulary. Since learning vocabulary through reading may not be sufficient, direct teaching of vocabulary words will ensure learning and greater opportunities for academic success.
Sample Strategiesfor Elementary Students
Signal Word of the Day
In an elementary classroom the teacher selects a word for the day from students’ reading as the “signal word” of the day. The teacher pronounces the word;
then the students echo the word. This word is used as a signal for the children to start or stop an activity. When the students are seated, the teacher checks their understanding of the word. The teacher asks: “What does this character mean?” “Can you use the word in a sentence?” To help the class pay attention to the word the rest of the day, the teacher states the definition of the word and has the students say in unison the word. Through this method the use of repetition and the multiple exposure to the word throughout the day increases the students’ retention of new words.
“Talk-through” Strategywith Reading Aloud
Both teachers and parents can help stu-dents learn new words by “talking-through” the definitions and giving examples during oral reading. This allows students to hear the word in context. For example, in read-ing a passage from the science textbook on the earth’s water, teachers would stop and talk through the meanings of cover, surface,
and atmosphere.
Repeated readings of the text are es-sential for learners with more limited vo-cabularies and help them link the pronun-ciation of new words withtheir meanings. After reading, reinforcement activities can help cement the students’ newly obtained knowledge.
Academic Vocabulary Journals
In a fifth-grade class, the teacher asks students to guess what a new word means; the teacher then gives the students the formal definition. Next, the students use the word in a sentence and draw a pictorial representation of the word. Students re-cord the new words alphabetically in their journals. These academic journals may also be created in chart form and include ratings, pictures, and ideas that are con-nected to the new words (see Figure 4 for a sample Academic Vocabulary Chart).
Graphic Organizers
Graphic organizers are visual rep-resentations that show arrangements of concepts and/or vocabulary words. Such organizers are effective when coupled
Figure 3Repetition Cycle
Figure 2Presenting a New Word
Introduce the new word Provide synonyms Describe or explain the word Use the word in a sentence
Say the word
Studentsrepeat theword 3x
Read the word’from thetextbook
Explainthe word
Studentswrite the wordin a sentence
WINTER 2011
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Teaching Language Learning
with direct instruction. Because graphic organizers use visual images, they are par-ticularly appropriate for English language learners. The use of graphic organizers, such as word trees, concept maps, and relational charts, help students under-stand concepts and the related vocabulary. Graphic organizers also help to link the definitions to examples (Colorado, 2007). Teachers can also use a flow chart to look at a multiple-meaning word. This graphic organizer helps students break the word down into syllables, note the parts of speech, bring into view different defini-tions, and provide sample sentences. Both teachers and students can draw pictures to illustrate the words. See an example in Figure 5 for the word “difference.”
The Power of Games
Games can also be powerful tools for reinforcing ELLs’ vocabulary. Commer-cially published games such as Balderdash and Scrabble promote general vocabulary usage, however, other interactive games and teacher-created games are equally useful in reinforcing students’ understand-ing and encouraging enthusiasm for learn-ing new words. Bingo cards are an example of these.
Sample Strategiesfor Secondary Students
Explicit instruction of technical words is even more critical in content areas at the secondary level “where students need a shared set of vocabulary to progress in their learning” (Biemiller & Boote, 2006, p. 190). ELLs must not only be able to
define the words but must also be able to understand these words in context as well as use the words in discussions and integrate the words in their writing. Some of the previously mentioned strategies for elementary students can be appropriate at the secondary level, but three strategies that are particularly effective with second-ary students are the PAVE procedure, Student VOC Strategy, and Quick Writes.
PAVE Procedure
Bannon, Fisher, Pozzi, and Weasel (1990) developed the PAVE procedure, a four-step process that encourages students to compare their guess at the meaning of a word with its lexical definition. PAVE stands for Prediction, Association, Verifica-tion, and Evaluation. Students first read the new word as it appears in the textbook and then based upon the context clues they predict the meaning of the word. Students then try to personalize the word by connecting the word to their own mental images. To verify the meaning of the word, they look up the word in the dic-tionary, read the definition, and compare this definition to their predicted mean-ing. Through this process, students learn a strategy that helps them become more independent learners.
Student VOC Strategy
The Student VOC Strategy is a Tier 3 strategy that targets content vocabulary. It helps students acquire a deeper meaning of the word. To implement this strategy, teachers provide a list of the key words from the chapter the students will be reading. Before reading, the students meet in small groups and choose one or two words they
don’t know or which may be unclear (West Virginia Department of Education, 2010). After reading, students discuss what they think the word means and consult an “expert”—their textbook, a web-site, or a friend for the actual definition. After learning the definition of the word, they use the word in a sentence and draw a pic-ture to remember the word. For example, one group chose the word “proclamation” and came to a consensus that the word meant “an announcement.” To verify their guess, one student sent a text message to his father who provided this definition: “Proclamation means ‘announcement or declaration. It can also be a document declaring something.’” This strategy allows teachers to as-sess their students’ prior knowledge, and it helps the students realize the possible sources of information they can tap to verify the meaning of a new word.
Quick Writes
Quick writing invites students to write brief responses to questions about a key word, e.g. What do you think freedom means? The student writes “to do what you want.” Then the teacher asks, what other words do you think of when you hear this word? For example, students write “the Statue of Liberty,” “the Bill of Rights,” “wearing what you want,” and “listening to the music you like.” Students’ Quick Writes can be used to start a dialogue that taps their prior knowledge and allows the teacher to build upon this knowledge. As an alternative, English language learners can work in pairs to generate an answer to the questions.
Figure 4Academic Vocabulary Chart
Word Rating Description or Example Picture Ideas
nutrition No, never heard it Foods that make your body work Not fast food
Vegetables are good for you Good for you
Makes you healthy
balanced Yes, have heard it Eating some of each type of food Sandwich with tuna, celery, & mayannaise, wheat bread
Eating things that are good for you A banana
Not eating too much sugar Milk
Use the Food Pyramid
MULTICULTURAL EDUCATION
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Linguistically Diverse Students & Their Families
Partnering with Parentsto Develop ELLs’ Vocabulary
Teachers can partner with parents in developing ELLs’ academic vocabulary, particularly when it comes to content words that students need to master in each unit. Teachers can provide word lists that include the words in English as well as the home language and the definition of the word. They can supply parents with tips on how to build vocabulary and share examples of strategies they can implement at home. For example:
Provide synonyms in the students’ home language whenever possible.
Use flash cards with the vocabulary word and definition.
Create charts with anchor words that link students’ knowledge with new words.
Find simple books that focus on one topic in the content area and related content vocabulary, especially books with illustrations.
Use a dictionary in the child or teen’s home language.
Keep a vocabulary journal for young-er students and review the words periodically to ensure the words have become part of their vocabulary.
Collect and review words with their children after reading and before tests.
Play games to teach and reinforce new words with their children.
During parent-teacher conferences,
teachers can promote the importance of vocabulary development, review some of the strategies, provide dictionaries, and respond to parents questions. For parents who are not proficient in English, it is im-portant to translate or have someone pro-ficient in the home language translate the tips and participate in the conferences.
Conclusion
English language learners who struggle with academic vocabulary can have difficulty comprehending reading materials and class instruction. By ex-plicitly teaching multiple meaning words and technical words, teachers can assist students in developing word wealth and increase their understanding of content material. It is important for teachers to make connections between the learners’ prior knowledge and the new vocabulary. Direct instruction of academic vocabu-lary includes the use of a variety of strat-egies, many of which use visual aids for students and present the words in context. There are many effective strategies such as the use of signal words, talk-through with read-alouds, vocabulary games, the Student VOC Strategy, and Quick Writes that help ELLs learn new words and provide tools for them to use in class and independently. By partnering with par-ents, teachers increase the opportunities for students to receive the help they need in learning academic vocabulary.
References
Bannon, E., Fisher, P., Pozzi, L., & Wessel, D. (1990). Effective definitions for word learn-ing. Journal of Reading, 34(4), 301-302.
Baumann, J. F., Edwards, E. C., Font, G.,
Tereshinski, C. A., Kame’enui, E. J., & Olejnik, S. (2002). Teaching morphemic and contextual analysis to fifth-grade stu-dents. Reading Research Quarterly, 37(2), 150-176.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary
instruction. New York: Guilford Press.Biemiller, A., & Boote, C. (2006). An effective
method for building meaning vocabulary in primary vocabulary. Journal of Educational
Psychology, 98(1), 44-62.Carlo, M. S., August, D., McLaughlin, B.,
Snow, C. E., Dressler, C., Lippman, D. N., et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly,
39(2), 188-215.Colorado, C. (2007). Vocabulary development
with ELLs. Retrieved January 31, 2010, from http://www.readingrockets.org/ar-ticles/32556
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
Gifford, M., & Gore, S. (March 2008). The effects
of focused academic vocabulary instruction
on underperforming math students. ASCD Report. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved January 9, 2010, from http://www.ascd.org/academicvocabulary
Graves, M. F. (2006). Building a comprehensive vocabulary program. The NERA Journal,
42(2), 1-7.Huntley, H. (2006). Essential academic knowl-
edge: Mastering the complete academic word
list. TESL-EJ, 10(2), 1-3.Marzano, R. J. (2004). Essential knowledge: The
debate over what American students know.
Aurora, CO: Mid-continent Research for Education and Learning.
Newton, E, Padak, N. D., & Rasinski, T. V. (Eds.). (2008). Evidence-based instruction in
reading: A professional development guide to
vocabulary. Boston: Pearson Education. Shults, D. (2006). Vocabulary instruction: The
non-amorphous shape of word knowledge.
Visual Thesaurus. Retrieved January 24, 2010, from http://www.visualthesarus.com
Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research,
56(1), 72-110.Vacca, R. T., & Vacca, J. L. (2008). Content area
reading. Boston: Pearson Education.West Virginia Department of Education. (2010).
Student VOC strategy. Retrieved February 4, 2010, from http://www.wvde.state.wv.us/strategy_bank.html
Wosley, T. (2009). What is academic vocabulary?
Methods and categorizing words used in
schools and universities. Retrieved January 15, 2010, from http://teachertiptraining.suite101.com
Zwiers, J. (2008). Building academic language:
Essential practices for content classrooms. Newark, DE: International Reading As-sociation.
Figure 5Flow Chart
difference
dif fer ence
noun
1. a contrast between two people or things; unlike 2. the result of subtracting one number from another 3. a disagreement or argument about something
1. There is a great difference between Juanita and her brother. 2. The difference between 10 and 3 is 7. 3. The coaches had a difference of opinion about the game.
picture
Copyright 2005 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.
Morpheme Meaning
Auto Self
Graph Write
Micro Small
Mobile Move
Phone Sound
Re Again
Scope See
Scribe Write
Sub Under
Tele Distance
Vision See
Way Move
MORPHEME MATCH-UPS GUIDE
MORPHEME MATCH-UPS
phone tele vision
scope micro graph
auto sub mobile
way scribe re
Cut out the morphemes below and create as many words as youcan. Use the MORPHEME MATCH-UPS GUIDE to help you determinethe meanings of these words.
Root$Word$Matrix$
Vocab$Word$ Definition$Prefix!&!definition$
Root$Word$&!def.!
Suffix$$&!def.$ Your$Definition$
rejection
To refuse; to send back; the state of being refused
re - back, again
ject - throw
-ion - state of
You don’t want something so you return it, or you don’t believe something so you refuse it.
Word$Meaning$Matrix$
Vocab$Word Definition$ How$does$it$relate$to…$ What$does$it$remind$you$of?$
Six Types of Context Clues Clue Description Sample Sentence
Definition Readers use the definition in the sentence to
understand the unknown word.
Some spiders spin silk with tiny organs called
spinnerets.
Example-Illustration Readers use an example or illustration to understand
the unknown word.
Toads, frogs, and some birds are predators that
hunt and eat spiders. Contrast Readers understand the
unknown word because it is compared or contrasted with another word in the
sentence.
Most spiders live for about one year, but tarantulas
sometimes live for 20 years or more!
Logic Readers think about the rest of the sentence to
understand the unknown word.
An exoskeleton acts like a suit of armor to protect the
spider.
Root Words and Affixes Readers use their knowledge of root words
and affixes to figure out the unknown word.
People who are terrified of spiders have
arachnophobia.
Grammar Readers use the word’s function in the sentence or its part of speech to figure
out the unknown word.
Most spiders molt five to ten times.
Notes about Context Clues
The six types of context clues do not operate in isolation; two or three types of contextual information are often included in the same sentence.
The readers’ differing levels of background knowledge affect the types of word-identification strategies they can use effectively.
Context clues rarely provide enough information in a sentence to help students learn a word. The clues may seem to be useful to someone who already knows a word, but context clues often provide only partial information, and the information can be misleading. Researchers do recommend that students be taught how to use context clues because some clues are useful, and they do help students develop word-learning strategies to use on their own.
Students who read books at their grade level had a 1 in 20 chance of learning the meaning of any word from context. That might seem insignificant, but if students read 20,000 words a year, and if they learn 1 of every 20 words from context, they would learn 1000 words. That could be done if student s read 30 minutes daily.
The best way to teach students about context clues is by modeling.
It is interesting to note that capable and less capable readers learn from context at about the same rate. Researchers have speculated that the difference in vocabulary growth is due to differences in the amount of words that students read, not the differences in their reading achievement.
-Literacy for the 21st Century: A Balanced Approach (Gail Tompkins)
Definitions Characteristics
Examples Non-Examples
Frayer Model DiagramName: Date:
Copyright ©2013 WorksheetWorks.com
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2. Describe it
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© 2006 Education Oasis™ http://www.educationoasis.com May be reproduced for classroom use only.
Word
What is it?
Examples Non-Examples
Definition:
Illustration
© 2006 Education Oasis™ http://www.educationoasis.com May be reproduced for classroom use only.
Word
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Definition:
What is it like?
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© 2006 Education Oasis™ http://www.educationoasis.com May be reproduced for classroom use only.
Word
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Examples Non-Examples
Definition:
Context
I will probably find this word: I will remember this word byconnecting it:
Word-to-Self Connection
© 2006 Education Oasis™ http://www.educationoasis.com May be reproduced for classroom use only.
Name
Date
(Vocabulary Word)
Page Number_____
(sentence or phrase from the text)
(the matchingdictionary definition)
(synonym) (antonym or “nonexample”)
(other forms of the word)
(my association, example, or sketch)
(my very own sentence)
Word Map
Copyright 2004 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.
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6
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Fan Decks
Uses: Vocabulary, multiple concepts,
Pyramids Stretch Books
Uses: Summarization, explanation of subtopics on a subject a great way to display a PowerPointreviewing key terms, sequencing
Summary: Students use the auto-shape feature to create fan blades. On each blade, the student enters a title and text pertaining to that title. The fan blades are then assembled with a brass brad.
Uses: Compare/Contrast/Explain three items or concepts
on a subject- a great way to display a PowerPoint presentation in print!
Summary: Students create a PowerPoint on a given topic- each sub-topic on its own slide. The slides are printed out 6 slides per page and are
fCurriculum Examples: Famous Explorers, Lab Equipment Identification, Math Equations, Ionic Charges, Parts of Speech, All About Me
Summary: Students use the template to add text and graphics to represent three distinct concepts, each on its own panel. The shape is then folded similar to a pyramid.
C f
then strung together and folded like an accordion for display. For variation, try printing 2 per page for a larger book.
Curriculum Examples: Almost any topic! Book reports, character studies, processes & cycles,
Curriculum Examples: Branches of Government, Comparatives/Superlatives (good, better, best), States of Matter, Writing Arguments, Representing Numbers in Multiple Ways, Rock Types
narratives, historical reports, differentiating between concepts, etc.
Study Cards
Uses: Matching, identification, summarizing, sequencing, vocabulary
Miniature Books
Uses: Summarization, explanation of concepts, sequencing, writing: expository, how-to,
Flap Book
Uses: Identification, summarization
Summary: Nearly identical to Note Card Holders, but technically much easier. Students create note cards with text and/or graphics using word processing tables. The note cards are then kept secure in the note card holder. Students can exchange their note cards and use peer review
narration
Summary: Students add graphics and text to the template that is printed and folded to make a “stapleless” mini-book with 6 pages, 2.75” X 4.25”. Folding is a little complex for younger
Summary: Flap books allow for students to analyze and expound upon multiple parts within a given system. Variations of this template include both horizontal and vertical layouts with 3 to 5 flaps.
exchange their note cards and use peer review for reinforcement. These note cards can be used for matching, identification, summarizing, and sequencing.
Curriculum Examples: Identifying beginning sounds, matching parts of speech to unique
4.25 . Folding is a little complex for younger students.
Curriculum Examples: Water cycle, summarizing passages or a chapter, sequencing events leading to the American Revolution, shape book etc
Curriculum Examples: This activity is great for explaining adjacent or sequential parts of the same system (ex: parts of a plant, steps of a process).
, g p p qwords, vocabulary matching of science terms, sequencing events leading to Civil War, All About Me
shape book, etc.
Folding Venn
Uses: Compare and contrast two distinct, but somewhat similar concepts people places
Clue Square
Uses: Analysis, quick facts, descriptions
Diorama
Uses: Summarization, perspectives, l i i k f d i i somewhat similar concepts, people, places,
objects, or ideas.
Summary: As with any Venn diagram, this activity contrasts two distinct concepts then lists the similarities between the two. Here, each item is given its own panel for
Summary: Students collect four facts about one idea, concept, or item. Each of these facts is written on a separate flap of a folded square in a “Who am I?” style. The answer to the question is written on a fifth flap which is
analysis, quick facts, descriptions
Summary: Students create a freestanding diorama by placing an image on the vertical pane and entering descriptive text on the horizontal pane.
each item is given its own panel for distinguishing traits. When pulled apart, a third panel appears displaying the similarities.
Curriculum Examples: Metric system vs. S S &
hidden behind the others.
Curriculum Examples: Historical figure, character from a book, a particular number or geometric shape, battle of a particular war, a specific dinosaur, an invention, etc.
Curriculum Examples: Character analysis, poetry, figurative language, animal facts, biographical display of historical figures.
Standard, Sun & Moon, two characters in a story, two presidents, etc.
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Contrast Square
Uses: Used for contrasting two different
Filmstrip
Uses: Sequencing, summarization, narration
Halo
Uses: Cyclesgconcepts, systems, people, etc.
Summary: Four subcategories of two distinct systems are contrasted by flaps of a square that raise up to reveal the contrasting concept below. Ex:
Summary: Students create a vintage filmstrip/movie film by entering text and images in each "cel" of the filmstrip, including a title and ending credits. Each set of three cels is cut in a strip, then assembled in line with the
Summary: The never-ending loop created by this activity is a simple PowerPoint template, printed six slides per page, cut in strips, then assembled into the circular shape. This activity is perfect for repeating cycles below. Ex:
Curriculum Examples: Metric System vs. English Standard for measurement., Alligator vs. Crocodile, Past & Present, two versions of Cinderella, etc.
pother to create a long, continuous filmstrip.
Curriculum Examples: mitosis, pre-writing for a “how-to” paper, events leading to the Civil War, steps to solving an algebraic equation.
found in nature, behavior, processes, etc.
Curriculum Examples: Water cycle, food webs, etc.
Tabbed Books
Uses: Identification, summarization, expository
Tower
Uses: Identification, summarization, expository iti t
Pocket Portfolio
writing, etc.
Summary: Another creative way to display and interact with PowerPoint projects, a tabbed book is a collection of printed slides where the title of each slide is displayed on a
writing, etc.
Summary: Students create a 3-D free-standing tower that displays graphics and text on four panels centered around a central theme or idea.
Uses: Identification, summarization, classification
Summary: In this activity type, students create p yside tab that a reader can use to navigate the book.
Curriculum Examples: This project is extremely versatile and can be used for almost any topic for which students create 3-5 slide
Curriculum Examples: Towers can be used with any concept that can be broken down into four distinct parts or categories. Ex: country reports, natural disasters, book reports, etc.
a 2-pocket folder in which to classify multiple study cards into one of two categories. The defining characteristics of each category are defined on the pocket and the front and back covers provide space for titles, text, and images. any topic for which students create 3 5 slide
presentations. Ex: four characters in a story, four types of volcanoes, different types of quadrilaterals, key players of the American Revolution, etc.
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Curriculum Examples: Similes & metaphors, renewable & non-renewable resources, prime & composite numbers, Union & Confederacy.
Flap Book
Uses: Identification, summarization
Bookmarks
Uses: Summarization, quick fact lists, 5 W’s,
Post Cards
Uses: Summarization, perspectives, analysis
Summary: Flap books allow for students to analyze and expound upon multiple parts within a given system. Variations of this template include both horizontal and vertical layouts with 3 to 5 flaps.
reading response
Summary: Students summarize or make a list of facts to enter into a template along with a graphic. Four bookmarks can be printed on one page and a back side can be printed or
Summary: Students write a post card to themselves from the perspective of a character in a story, or a fictional person in another setting. The post card may describe specified events, settings, and/or emotions,
Curriculum Examples: This activity is great for explaining adjacent or sequential parts of the same system (ex: parts of a plant, steps of a process).
glued to the front side.
Curriculum Examples: Book recommendations, book reports, biographies, steps of mitosis, steps to solving word problems, presidents, court cases, etc.
etc.
Curriculum Examples: Novel studies-Grapes of Wrath, Sarah Plain & Tall, a blood cell traveling through the body, a water droplet in the water cycle. problems, presidents, court cases, etc.y
Cascading Flip Books
Uses: Summarization, explanation of
More Lesson Plans & Templates available in…
Topics:Basics of Graphic Manipulation & Microsoft Officesubtopics on a subject- a great way to display
a PowerPoint presentation in print!
Summary: Students create a PowerPoint on a given topic- each sub-topic on its own slide. The slides on the template grow in size with
& Microsoft OfficeGeneral ScienceHuman BodyCell BiologyEcology and ZoologyThe slides on the template grow in size with
each side so that when printed and stapled, the topics are displayed in a cascade at the bottom of the printout.
Curriculum Examples: Almost any topic! Book reports character studies processes &
Ecology and ZoologyGeology, Landforms, Earth StructureEarth/SpacePlate TectonicsBook reports, character studies, processes &
cycles, narratives, historical reports, differentiating between concepts, etc.
Plate TectonicsEnergy and MotionChemistryWeather and Erosion
Get more information about these and other projects at:
Benefits:•True technology integration: students learn useful t h l kill hil d Get more information about these and other projects at:
www.printcutfold.com
technology skills while engaged in meaningful science activities•Template-driven for ease of useSi l id d i ti l•Single-sided printing only: no
complicated double-feeds through printers•No special equipment needed!Hi hl ti ti•Highly motivating
•Extensions accommodate Gifted/Talented student needs
English Spanish anaconda anaconda
A animal animal banana banana
B bicycle bicicleta camera cámara
chimpanzee chimpancé coyote coyote C
crocodile cocodrilo desert desierto
D diamond diamante
E elephant elefante family familia flower flor F fruit fruta
garden jardín giraffe jirafa G gorilla gorila
helicopter helicóptero H hippopotamus hipopótamo
insects insectos I island isla
J jar jarra lemon limón
L lion león machine máquina
map mapa microscope microscopio M
music música nectar néctar
N nervous nervioso(a)
O ocean océano paper papel
penguin pingźino piano piano pirate pirata
P
police policía radio radio
R rock roca secret secreto
S surprise sorpresa telephone teléfono television televisión T tomato tomate
U uniform uniforme
V vegetables vegetales
COGNATES LIST Cognates are words that are similar in English and another language (in this case, Spanish). If you have Spanish-speaking students who are learning English, these are words that they may want to add to their ABC books. It might also be fun to make an illustrated list of these cognates with students to post in the room.
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