Quizlet Word Lists/Flashcards with Definitions: 

4th Marking Period

9th Grade, complete flashcards

10th Grade, complete flashcards

11th Grade, complete flashcards 

12th Grade, complete flashcards

3rd Marking Period

9th Grade, complete flashcards

10th Grade, complete flashcards

11th Grade, complete flashcards

12th Grade, complete flashcards

2nd Marking Period

9th Grade, complete flashcards, Cumulative Study List (with 30 MP 1 words)

10th Grade, complete flashcards, Cumulative Study List (with 30 MP 1 words)

11th Grade, complete flashcards, Cumulative Study List (with 30 MP 1 words)

12th Grade, complete flashcards, Cumulative Study List (with 30 MP 1 words)


Triton Mustangs Folder (includes 9th, 10th, and 11th lists by Chapter – or click the specific links below)

Triton 9th Grade (Lucia, Clements, Marciano, O’Neill, Wankel)

Triton 10th Grade (M. Clements/C. Curren)

Triton 11th Grade (Lucia)


Here’s the Vocabulary Prezi from the Winning Ways with Vocabulary Workshop presented by Tara Wood & Amy Eldridge. Check it out for lots of ideas for vocabulary instruction and practice.

And here’s the Work the Word Wall Prezi from the Word Wall workshop originally presented by Amy Eldridge and adapted for a new presentation by Tara & Amy.

If you’re looking for criteria for identifying Tier Two words, here’s the handout from the February 2016 in-service: Identifying Tier Two Words




These are the ideas shared at the February 2015 in-service for vocabulary-in-context.

What: learning words in context; taking vocabulary words to construct a story

How: Students work in their groups to write a story using varied vocabulary.

Why:  Helps to promote proper usage of vocabulary words and takes them out of their comfort level.



  • Identify correct vocab-in-context words.
  • Use vocab-in-context words correctly and creatively in a writing assignment.


  • Take a vocab-in-context quiz based on words from story we’re currently reading.
  • Complete multiple diary entries in the persona of a character that shows understanding of the characters, situations, themes, etc. in their independent reading books, while correctly using vocabulary-in-context words from our story and their IR book.
  • 10 words from each, used correctly throughout all entries.
  • Entries should be set up correctly using “Dear diary/journal,” the date, and a signature.
  • Write a reflection on why you chose those instances and characters.


  • Vocabulary variation = stronger communication skills
  • Students make connections between texts and to real-world situations.


What: Creating scenes that show the meaning of a word

How: Explain concept; show example/model; students take pictures and write explanations & email me.

Why : To get students to understand how words are actually used and not just to memorize the words.


What: Finding unfamiliar words in an SSR book

How: While reading a book, write down unfamiliar words on a Post-it note; try to figure out the meaning of the word using context clues – if not, use a dictionary.

Why: Finding new words in context; using context clues to decipher words be an active reader


What:  Students use REACH questions to decide what vocabulary tools will be most helpful for interpreting words and phrases in text.


  • R: Resources (categories & mnemonic)
  • E: Electronics (computer, app)
  • A: Associations (connections)
  • C: Clues (in the text)
  • H: Help (from a person)

moving into “Big Word strategy” (circle prefix, circle suffix, underle letter . . . another word similar)

Why: to tackle meaning of unknown words

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