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Compton Unified School District

Google Apps for Education (GAFE)

Google Apps for Education (GAFE) -Vocabulary Activities Examples

In each of the assignment templates provided below, you will need to make a copy of the file, which will automatically save it to your My Drive folder. If you have any vocabulary assignment ideas within GAFE, you can e-mail them to us at edtech@compton.k12.ca.us.

Vocabulary Word Sorts
There are two types of word sorting activities, open and closed. In a closed sort, the teacher provides categories for students to sort vocabulary words. In an open sort, there are no predefined categories, and students determine the headings themselves. Additional information and research concerning word sorts can be found here.

 

Frayer Model
Similar in some ways to a word map, in a Frayer Model students are asked to provide a definition for a word, facts or characteristics of the word, and finally, both examples and non-examples. This can be done collaboratively, where a student or a group of students could be assigned one or more words to complete Frayer models; afterwards, the groups can present their models and other students in the class can offer additional examples, non-examples, and characteristics. It can also be done individually, though it does not take advantage of the collaborative nature of the technology. Additional information and research on the Frayer Model can be found here.

 

Word Root Tree
In a word root tree, a specific root is posted at the base of the tree with the root's definition, and then students add related words and definitions to the tree's branches.
The Google Drawing word root tree below can be used for one student or one class to analyze one specific root tree at a time. The Google Slides version offers more flexibility. Additional word root trees can be created on subsequent slides, so that students can create individual root tree study guides. Another strategy could be to have an entire class collaborate in small groups to complete 5-6 different word root trees simultaneously.

Personal Dictionaries
Students can take ownership of their learning through the use of personal dictionaries. As students encounter new words in texts, whether these are self-identified, teacher-assigned, or a combination of both, the personal dictionary is a great way for students to track their vocabulary development.
Using the Google Slides template below, students can create content on slides to help them learn new words. They can add non-linguistic representations of the word, write a sentence, define the word, add synonyms and antonyms, include a tree map for the word family, and analyze its connotation. Additionally, this type of assignment can easily be modified by teachers to fit their students' needs. And as students add new words, they are also required to sort the words alphabetically.

Self-Assessment Chart
Prior to reading a text, teachers can use this Google Form to have students self-assess their own knowledge of key terms from the text. Teachers can then use that information, which is collected in a spreadsheet, to determine which new words require whole class emphasis versus those that need individual attention.