The student with the most pairs at the end wins. They get to flip over two cards at a time and see if they match. Print them out small, chop, and have students place them all upside down on the desk. I easily make these in powerpoint- One slide has a word and the next slide has the definition. Memory- Growing up we called this game “concentration” but essentially its the game where you flip over two cards at a time hoping they match.You can find science related ones in my TpT store. Tarsia Puzzles- To complete a tarsia puzzle, students shuffle around triangles so one side has the vocabulary term and the other triangle has the matching definition.I have sets available in my TpT store or you can make your own on sites like this one. Bingo- When we play bingo I call out the definitions and students need to identify the vocabulary term on their bingo card.Games bring up the excitement (especially if you have rewards for winners) and allow students to review vocabulary terms before you test them. We play a lot of games in my classroom, but I promise they are all educational. If your students are Google savvy, they could make their own in Google drawings. You can also try thinking maps (if you haven’t heard of them, you can read up here) or even create your own with an online website. A lot of textbooks offer concept maps with their teacher resources, so that is a great place to start. I’m not the most creative or artistic so these aren’t my thing… but some teachers rock them! (If you are on instagram, check out she is the anchor chart queen!)Ĭoncept maps and thinking maps take the visual aspect a little further by having students strategically map out the concept. Anchor charts allow students to have a visual representation of a concept and “anchor” their learning. You might also want to download this freebie from my friend over at Biology Roots to get you started!Īnother great tool for visual learners are anchor charts. You can make your own pretty easily in powerpoint or even hand write them on notecards. Having visual clues and seeing them daily really helps students. Each time you learn a new word, add it to the wall (bonus points if you include pictures next to each word… your ESL kids will thank you). One way to help visual learners is by having a vocabulary word wall in your classroom. The key here is repetition- they are seeing the new term multiple days in a row. The question usually asks students to recall something we learned the day before, and they can pull out their notes to look up the answer. Here is a handy reference sheet you can print and have students keep in their binders.Įvery day when students come in, we begin class with a bellwork question or two. If you are teaching the vocabulary word phototropism, break it down into photo- (light) and trop- (to change). One way to help students remember vocabulary is by breaking down the prefixes and suffixes while you teach it to them. Can everyone repeat after me? Autotroph” (I point at myself when I say it) Teacher: “Good one! It’s pronounced autotroph. Your Most Talkative Student: “Auto-troffff?” Anyone want to try and guess how it is pronounced?” Teacher: “Here is a new vocabulary word (shows word up on the board). In class it usually looks something like this: They would rather practice saying it correctly than look silly pronouncing it wrong in front of their peers because you didn’t give them an opportunity to practice. This is HUGE for your ESL students, so don’t skip it! Even if you teach high school and you are thinking “they’ll never do that…” trust me, they’ll do it. While I am giving notes and we are learning new vocabulary, I make students say the words out loud with me. (I teach at an AVID school, so we use Cornell notes). I have students take notes about once a week, and the vocabulary should come organically throughout the lesson and discussion. The first thing I do when teaching new vocabulary is incorporate them into my notes.
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