These ideas are not mine. The first post came from a teachers message board (Possibly teachers.net?) and the other from a homeschooling message board. My comments are in red.
One of these days I will take the time to write up how we combine the two... pretty much the same way most of you will, I would imagine. :o)
1. Student are required to keep a "Word Power " binder.
2. Each week they are given a word power list... pre punched. You decide what the words are going to be or they can pick from a list (I have never liked this "picking") but it has worked with some groups. There is at least one multiple meaning word and one prefix or suffix I was big on prefixes we turn them into the "mighty morphs"..power of smaller, into more powerful.. For example sub � submarine.
3. Then we went over the meanings of each word. They had to take some sort of notes, could be pictures so they would remember the word. I would often put the word into a sentence on their word list. I would post the word list in room.
4. Then they had to write a meaningful sentence. This had their new word and the sentence had to have a clue to the meaning. They could work with a partner on this one.
Example: scale
Fish have a covering called scales.
My sister uses scales to see how fat she is.
I didn't count off for structure or spelling other than the "new word." The goal is learning meaning and usage.
5. Another assignment was to illustrate their word. Stick figures are fine. The vocabulary word went in one corner, the meaningful sentence at the bottom of the box. Then the illustration.. does it fit the sentence/ meaning ..used legal
size paper for this...folded like a fan.
6. Friday was often "Slate Day" I went to the local Home Depot and had them cut some white board pieces, slate size. (This is called "White shower board," and is about $11 for a 4' x 8' piece. If you tell them you are a teacher spending your own money, they will most likely cut it for free... Also, don't hesitate to ask for an educators discount. The worst thing that can happen is they say no.) Find a bunch of old socks for erasers, empty spray bottles for cleaner (one for every two students) and dry point markers.
Student were given 2 min to draw what you want before we got serious!.. They were to have their word power binders. I would tell them which list we would work off of. If a student didn't have a list or binder he could look on with a
friend. Having your binder was a big deal.
7. I would give a definition... What does a fish use for a covering? Kids write down scales on the slates...then its slates up...you take a look to see if they are right.. this also allows for cheating! then it's "slates down" It is ok (sort of)for the kid who hasn't got his list right or doesn't have it .. to look and copy.. so he is part of the group. It works! Now if they can't follow your directions they get one
more chance and then the slates get picked up. I would also make up silly definitions for the words. What does your Mother hide when she eats half a cheese cake? Scales
8. I also made up cloze sentences including the names of kids in the class.
Ruben and Charles had to clean the______ off the fish before their Mom could cook it. There would be a word box at the top of the lesson.
9. About half way through the year I went from the one sentence to the mini paragraph. Still keeping it simple. Meaningful sentence was the core but now they need more.
Alisha and Lynn went to the mall. Lynn needed a leather bag. It had to go with her new outfit for school. I am a writing workshop person so the writing part was
very important.
Good meaningful sentences were posted in the room. The more kids write the more they remember. It doesn't have to be pages. Starting out, which is what you have to do with a lot of them having one good sentence goes a long way
to getting to a good paragraph. (Five sentences?)
To print it, click on the picture below. Once the larger image appears, hover your mouse over the picture until an arrow appears at the bottom right corner. Click that arrow and it will make it larger. You can print from there!
Then I would include several activities throughout the week.
Example:
1. Learn to spell the word and learn its part of speech.
2. Try to use the new word in conversation everyday...correctly. Give encouragement for trying even if the usage isn't correct.
3. Label things that are or describe this word if possible. Nouns and adjectives will be easy to do.
4. Look for pictures in magazines where this word could be used in describing the picture.
5. Make a "New Word" vocabulary book.
6. Find the word in newspaper and/or magazine articles. Cut them out. Paste them in your word book.
7. You use the word often....daily. See, if the child notices the word.
8. Write the word. Write the definition. Write it in sentences. I would have them write a new sentence everyday in their word book.