Wear a Word

Subject Area and Grade Span: Any Subject, Grades K-8

What it is:

This practice holds individual students accountable for learning and using key vocabulary words beyond initial learning. It promotes collective word consciousness within the classroom community. After vocabulary has been initially taught, the teacher distributes vocabulary words in plastic name tags. Students wear plastic name-tag holders with the key vocabulary word. Students take ownership of the word and its meaning throughout the day. The teacher motivates students all throughout the day by fostering word consciousness while prompting and rewarding students for using their word.

What it looks like:

• Teacher selects key vocabulary and writes vocabulary terms on board.
• Teacher distributes plastic name tags with card insert.
• Teacher assigns each student a vocabulary word.
• Student writes the vocabulary word and inserts it in the plastic tag and wears it.
• During transition times, teacher prompts students to demonstrate knowledge of their word.

ELD Variation:

• Select key vocabulary and illustrations to depict each word or concept.
• Teach each word by matching the key vocabulary and illustration with its definition and an example of the word in context.
• Display the word, illustration, definition, and example for student reference.
• Distribute plastic name tag holders with blank cards in them to each student.
• Assign each student a vocabulary word to write on the blank card in the plastic tag, and ask students to wear the tags.
• During transitions between activities, prompt students to demonstrate their knowledge of the word. (See Things to consider for sample prompts to use.)

How you know it’s working:

• Students are quick to respond when collaboration is encouraged.
• Students use precise language associated with their word.

Things to consider:

• The activity requires initial, explicit teaching. Students need to be familiar enough with the terms to use them appropriately.
• If the activity does not seem to be working, consider re-teaching some of the vocabulary.
• Sample prompts to use with the Wear a Word activity:
  • Share the meaning of your word with your neighbor.
  • If your word means ___________, please . . . stand up, line up, etc.
  • Use your word in a sentence.
  • If the antonym/synonym of your word is ____________, please raise your hand.
  • Use the antonym/synonym of your word in a sentence.
  • Pair up with another student who has a word that relates to your word.
  • Pair up with another student and use both words to explain something.
  • Create a trio with other students and create a graphic organizer to show the relationship between all three words.
  • Pair up with three other students and exchange words, using the words in a sentence.
  • Trade your word at the end of the day with someone else to use tomorrow.
• Sample prompts to use during transition time for each level of language acquisition:
• Beginning
• Illustrate the word.
• Match the word with a definition.
• Answer simple yes or no questions relating to the word.
• Complete a cloze format using the word.
• Early Intermediate
  • Prompt students: If your word means _________________, please . . .
    • Stand up
    • Line up
    • Etc.
  • Offer student multiple options and verify she uses the vocabulary word to provide a correct response.
• Intermediate
  • Ask students to find a partner who has a word relating to theirs.
  • Give students sentence stems and ask them to finish the sentence with their word.
• Early Advanced
  • Ask students to use their word in a sentence.
  • Prompt students: If the antonym/synonym of your word is __________, please raise your hand.
• Advanced
  • Prompt students to use antonym/synonym of the word in a sentence.
  • Ask students to find a partner and have each partner use both words to explain something.
• Mixed Collaborative Levels
  • Ask students to create a trio with other students and create a graphic organizer showing the relationship between the three words.
  • Have students match up with three other students and exchange words.
  • Have students read the words, pair them up with their definition, give examples, and illustrate the new word.

Reference:

Graves, M. F. (2006). The vocabulary book: learning & instruction. New York: Teachers College Press.