Vocabulary Activities and Strategies

Strategy/Activity
Act It Out
Before and After Vocab Grid
Chain Link
Create New Words
Dictionary Race
Frayer Four Square
Graffiti Word Wall
Interview a Word
New Word Meanings
S2-D2 (Spell-Say-DefineDraw)
Sensory Web
Stoplight Vocabulary
Talk A Mile A Minute
3-D Words
Vo-back-ulary
Vocabulary Anchor
Word Cube
Word Detective
Word Illustrations

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ACT IT OUT
Write each vocab word on a card. Divide the class into groups of 4
(or so) and give each group a card with one of the words that can

be acted out. Have groups work quietly in various parts of the

room or hallway to plan how they will portray the word, making
sure they have a dictionary or device to check the meaning. It
may be a good idea to choose a captain for each group. Be
available to help the students if the meaning is still fuzzy or they
need suggestions.
When each group has had time to plan, call everyone back to their
seats. Have all words listed so that everyone can see them. Call
the groups to the front of the room, one at a time, to perform. The
captain can call on audience members to guess the word that has
been acted out.
This can be a fairly time consuming activity, so save it for a lesson
that has quite a number of difficult and important words. It is very
effective, though. The students immediately recognize these
words and remember their meanings as they read the story or
selection.

BEFORE AND AFTER VOCABULARY

Students copy down vocabulary words. Students then work
independently (or in pairs) to come up with their own possible
definitions of the words. Students may already know the word, or
make educated guesses based on parts of the word.
Students are then given the actual definition of the words (either
on the board, or they can go look them up in a dictionary).
Discuss how student definitions differ from dictionary definitions.
NOTE: It may be helpful to read words aloud to students.
Sometimes they may know a word if they hear it pronounced,
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even if they may not recognize it written down.

Graphic organizer available on page 17

CHAIN LINK
Divide students into groups/pairs and give them a word to learn
the meaning of (using a device or dictionary). Once each group
understands their word, you can begin.
One student explains their word meaning and rest of the class
tries to make a connection to that word with their own. Once a
connection is made, they hook elbows together. Play continues
with the rest of the class continuing to take turns making
connections with words added to the class chain.
NOTE: Try to encourage students to think more about word
meanings, rather than just links with letters (e.g. My word also
starts with A!)

CREATE NEW WORDS FROM A SINGLE ROOT

WORD
1.

Students select a root word and definition to use. The word work
is used below in the example.

2.

Students add several prefixes or suffixes to the word.

3.

Once as many words as possible have been formed, students

write a definition for each word.

4.

Have students then use a regular or Internet dictionary to verify

whether all of the words they have created are real words and
eliminate those that are not.
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Example
Word-definition
Work to
perform a task

New words
with affixes
with prefixes:
rework
inwork
unwork
With suffixes:
workable
workness

worker

Meaning

Real or not real?

To perform a task
again
To perform inside
of something
To not perform a
task

Real

A task that is
able to be done
A tsk to be
performed
A person that
performs a task

Real

Not real
Not real

Not real
real

Graphic organizer available on page 18

DICTIONARY RACE
Split students into pairs/small groups. Give each group a
dictionary. Slowly write the vocab word on the board and have
students race to find word in the dictionary. Students must find
the correct definition, and explain it in their own words. The first
group/pair to get it gets a point. After each word make sure all
students know the definition and can say the word correctly.

FRAYER FOUR SQUARE CONCEPT BOX

Using the Frayer model, students analyze a words essential and
nonessential attributes and refine their understanding by choosing examples and
non-examples of the concept.
The Frayer Model is an adaptation of the concept map. The framework of the
Frayer Model includes: the concept word, the definition, characteristics of the
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concept word, examples of the concept word, and non-examples of the concept
word. It is important to include both examples and non-examples, so students are
able to identify what the concept word is and what the concept word is not.
How to Use It:
1. Assign the word or concept being studied.
2. Explain all of the attributes of the Frayer Model to be completed.
3. Using an easy word or concept, complete the model with the class.
4. Have students work in pairs and complete the assigned word or concept.
5. Once the diagram is complete, have students share their work with other
students.
Students may make charts or posters using colorful markers and display them for
others to see. If a concept has been assigned, students could continue to add to
the charts during the unit.
Example:

Graphic Organizer on page 19

GRAFITTI WORD WALL

Students create a graffiti poster for a vocabulary word. On their
poster, they must include the word (in big block letters) and
somehow show the meaning of word.
This strategy can be used to learn new words, or to review many
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words over time.

INTERVIEW A WORD
Interview a Word is a strategy that is especially good for
verbal/linguistic, interpersonal, naturalistic, and existential
learning. Interview a Word requires students to become a word
and answer a series of questions asked by an interviewer.
Divide the class into teams and give each team a word and a list
of questions about the word. Have students become the word
and answer the questions. The interviewer, either you or a
student, asks team members each question, and they respond
with the answers theyve prepared, while the rest of the class
listens to the interview. Then the class tries to guess the word.
Example on next page.

Graphic organizer on page 20

NEW WORD MEANINGS

Materials:
A list of key terms or vocabulary words from a lesson
A copy of the template for each student

1.
2.
3.
4.

Steps:
Teacher identifies 4 or 5 (essential and important) vocabulary
words or terms from the lesson.
Teacher directs students to write these words on the left side of
their paper.
Teacher defines and explains the key terms and helps students list
the critical attributes of the word in the middle box.
Students meet in small groups to suggest a sentence and example
or picture that will represent the word. After discussing ideas, the
class completes the remaining box with their representation of the
word.
Graphic organizer on page 21

S2-D2 (Spell, Say, Define, Draw)

Can be completed quickly with each vocab word with or without a
graphic organizer. First, students spell the word correctly. Then
write the word phonetically (the way it sounds to them).
Afterwards they should write a definition (this may come from the
dictionary, device or a simplified definition). Then they must draw
a quick picture or symbol to remember it.
Example on next page.

Graphic organizer on page 22

SENSORY WEB
Give students a word (an adjective would work best) and a graphic
organizer.
Instructions for students: Think about the word in the box. How
could you explain it using your senses? Try to think of phrases that
would express how this word would look, smell, feel, taste, and
sound.
Example: happiness might look like a birthday cake with chocolate
frosting, sound like your mothers proud voice, feel like a cool
breeze on a hot day, smell like popcorn in a movie theater, and
taste like corn on the cob with butter and salt. See if you can write
at least two examples for each sense.
Graphic organizer on page 23
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STOPLIGHT VOCABULARY
Great as a pre-assessment to gage where students are at
before choosing/giving vocab words.
Directions: List the vocabulary words in the first column. If you
don't know the word at all, color the top light RED. If you have
heard the word but aren't quite sure what it means, color the
middle light YELLOW. If you know the word and can use it in a
sentence, color the bottom light GREEN. Write a sentence
using each green light word.
Graphic organizer on page 24

TALK A MILE A MINUTE

Great review game. Need to have many words ready, in list form.
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Round One: The talker tries to have his/her team members say each word
listed under the category by describing the word in the list talking a mile a
minute. Descriptions can be words, phrases, or sentences. Students should
also avoid using any word that is part of the category title.
Example: A talker giving clues for recycle might call out the following clues:
o This is what you do when you salvage something so you can reuse it.
o We often do this to plastic.
o Instead of throwing a pop can away, we might do this instead.
As soon as the first word is guessed, the talker can move to the next word on
the list until the set is completed.
Time is called after a specified time period (usually one minute), and teams
are awarded points for each word guessed.
Round Two: The talker role is passed to the next team member, and Round
Two begins with another category and list of words.

3-D WORDS

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Requires letting the kids know ahead of time!

3-D Words (especially good for visual, auditory, kinesthetic and
tactile learning) is a strategy that builds vocabulary by requiring
students to use the senses to attach meanings to words. You can
also use it as a creative homework assignment to promote
learning of technical vocabulary in science or social studies.
Here is how it works:
On Thursday/Friday, each student selects a word to learn. You can
also provide a list from which students can choose their words. As
weekend homework, each student creates a 3-D collage of his or
her word on an 8 x 11 piece of heavy paper, with definition and
sample sentence. For example, one student chose the word
identical and made his collage from sets of real objects such as
two LifeSavers and two paper clips.
On Monday, students present their collages to the class and post
their 3-D Words on a word wall. During the week, everyone
records the new words with definitions, sentences, and drawings
in their vocabulary notebooks. You can also have a few students
share their collages with the class over several days.

VO-BACK-ULARY

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Using your vocabulary list, write each word on a separate post-it

or index card. Attach a word to each students back (making sure
the student does not see the word). Students look at each others
backs and give hints/suggestions along the way to help student
guess their word.
Ex) Word: Penguin
Hints:
- It lives where its cold.
- It is black and white.
- It has a beak

VOCABULARY ANCHORS
Great for introducing words that are connected to each other and

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noticing similarities and differences between them.

- Students first puts one word in the boat section (this is the
main vocab word).
- Place a similar/known word in the anchor.
- Discuss how words are similar to each other.
- Discuss how words differ from each other.
- Beside the sail of the boat, write a few key words/pictures to
explain the new vocab word/concept.
- Ex)

Graphic organizer on
page 25

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WORD DETECTIVE
Using the graphic organizer, students must come up with the
definition of the word, 3 synonyms, 3 antonyms and 3 things that
are this. This is a great strategy for students with strong
visual/spatial or logical/mathematical learning. I usually have
students work in small groups to complete 1-2 charts and share
with the class.
Students may show their word detective on paper or use a digital
charting program (I like https://bubbl.us/).
Ex)

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WORD ILLUSTRATION
Students are given a vocabulary word and must combine the word
and the meaning into a drawing.
Examples)

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Before and After Vocabulary Grid

Word

My Definition

Dictionary
Definition

How are they

different?

Name:___________________

Before and After Vocabulary Grid

Word

My Definition

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Dictionary
Definition

How are they

different?

Word Definition

New words
with affixes

Meaning

Real or
Not
Name:___________________
Real?
Create a New Word!

with prefixes:

Name:___________________

Create a New Word!

Name:___________

with suffixes:
New words

Meaning

with affixes

Word Definition

with prefixes:

with suffixes:

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Real or Not
Real?

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Frayer Four Square

Name:_______________
Frayer Four Square

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NAME: ________________________________________________________________________
____________________

DATE:

Vocabulary Anchors
DIRECTIONS: Complete the graphic organizer below using the vocabulary term
assigned by the teacher.

-__________________
-__________________
-_________________
Unique characteristics

(new vocabulary)

+__________________
+__________________
+__________________
Similar traits

(similar vocabulary)

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