Quizlet Word Lists/Flashcards with Definitions:
1st Marking Period
2nd Marking Period
3rd Marking Period
4th Marking Period
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)
- Chapter 7 (MP 2)
- Chapter 8 (MP 2)
- Chapter 9 (MP 2)
- Chapter 10 (MP 2)
- Chapter 11 (MP 2)
- Chapter 12 (MP 3)
- Chapter 13 (MP 3)
- Chapter 14 (MP 3)
- Chapter 15 (MP 3)
- Chapter 16 (MP 4)
- Chapter 17 (MP 4)
- Chapter 18 (MP 4)
- Chapter 19 (MP 4)
- Chapter 20 (MP 4)
- Chapter 21 (MP 4)
Triton 11th Grade (Lucia)
- Unit 1 (MP 1)
- Unit 2 (MP 1)
- Unit 3 (MP 1)
- Unit 4 (MP 1)
- Unit 5 (MP 2)
- Unit 6 (MP 2)
- Unit 7 (MP 2)
- Unit 8 (MP 2)
- Unit 9 (MP 3)
- Unit 10 (MP 3)
- Unit 11 (MP 3)
- Unit 12 (MP 3)
- Unit 13 (MP 4)
- Unit 14 (MP 4)
- Unit 15 (MP 4)
- Unit 16 (MP 4)
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