SUMMARY
Before reading a chapter (or a series of chapters), students use vocabulary cards to circulate the classroom, matching themselves up with the correct word or definition, thus making a correct word/definition pairing.
PREREQUISITES
Reading the book is NOT required. This is just a good, fun activity to do with any book you read. However, if you do read the book, this activity should be done at the start of each chapter (or group of chapters).
SUBJECTS
- English (vocabulary)
AGE
- 5-13 (select vocabulary accordingly)
STUDENTS ARE SUCCESSFUL IF THEY
- correctly match themselves up with the corresponding word or definition
- circulate the classroom sensibly
- explain how they know this is the correct match for their card
RESOURCES NEEDED
- vocabulary cards (one word or definition per card)
- tape / blu-tack / magnets (anything to stick the cards up on the wall or board)
- space for students to circulate safely
- dictionaries
LOGISTICS
Give each student a card (face down) that has either a word or a definition on it that they will encounter in the chapter you are about to read. (Do not use the word/definitions for words you know the students already know.) When you say ‘Go!’ the students turn their cards over and have to walk around the classroom trying to find their matching word or definition. Dictionaries should be on hand if they need some help. Get students to sit together in their pairs when they think they’ve found the correct match.
When asked, pairs stand up to show what they think is correct. If yes, they get to stick their cards up on the board (organizing so there is space for all of them)…this way they can look up when they meet the word in the story if they forget what it means. If no, the words get stuck off to the side and then the class together tries to match them up once all pairs have shared.
Finally, read the chapter through without stopping (remind students they can look up to see what a new word means), then ask questions at the end.
DIFFERENTIATION
Give words/definitions out according to ability level. Easier ones should go to lower ability students and more complex ones to higher ability students.
SAMPLE VOCABULARY
Here is some vocabulary for the first five chapters that is worth reviewing. Of course, you will want to scour each chapter yourself first to be sure you’ve covered the appropriate words for your particular students. Feel free to choose dictionary definitions or definitions in your own words.
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CHAPTER 1
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CHAPTER 2
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CHAPTER 3
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CHAPTER 4
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CHAPTER 5
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CHAPTER 6
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CHAPTER 7
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CHAPTER 8
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CHAPTER 9
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CHAPTER 10
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CHAPTER 11
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CHAPTER 12
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CHAPTER 13
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CHAPTER 14
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CHAPTER 15
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CHAPTER 16
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CHAPTER 17
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CHAPTER 18
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CHAPTER 19
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CHAPTER 20
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