Vocabulary slides prompt students to use and apply newly encountered words. When students study fewer words in greater depth, as they do with the vocabulary slide, they are learning how language works. The sections of the slide require the students to examine the etymology and the part of speech, to find a synonym and antonym, and to use the word in an original sentence. These applications enable students to connect to and process the word through several tasks.
As you read, click on the images to have a larger view.
You can have students create vocabulary slides from self-identified words in the assigned reading, or you can assign words. You can also use the vocabulary slides as flash cards that the students use for review.
Students often memorize definitions rather than study words or concepts Hard in depth. When students study words from different perspectives, they are more likely to internalize the new vocabulary. Our understanding of vocabulary acquisition has evolved. Visualization has become a critical component of effective vocabulary teaching. This organizer requires students to visually represent key aspects of a new word or concept.
You or the student selects a word or concept for the center oval of the organizer. Students should record key elements of the concept or word in the upper left corner. In the upper right corner, the students should record information that is incorrectly assigned to the word or concept. Examples of the word or concept are recorded in the lower left corner. The lower right corner is where students can record examples that are not correct and explain why these examples are incorrect. The Wrong or Incorrect Characteristics box and the crossedout Examples box are the most challenging and will need to be modeled for some students.
This version is more explicit about the placement of information and requires an exact de
finition for the vocabulary word or concept.
You or the student selects a word or concept for the center box of the organizer. In the box directly above, students should write the dictionary definition of the word or concept. Students should record key elements of the word or concept in each of the boxes on the upper left side. In each of the boxes on the upper right side, the students should record information that is incorrectly assigned to the word or concept. Examples of the word or concept are recorded in the boxes along the bottom of the page. The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be particularly challenging. Be sure to model responses to these or allow students to work in pairs so that they will have greater success in completing this activity.
You or the student selects a word or concept for the center box of the organizer. Above the word or concept box, students should write the definition in the provided space. They should record key elements of the concept or word in each of the boxes on the left side. In each of the boxes on the right side, the students should record information that is incorrectly assigned to the word or concept. They should place a picture or icon that visualizes the word or concept in the oval at the bottom.
This organizer is particularly helpful with concrete nouns similar to those that you would find in a science textbook.
This version of the concept or vocabulary map requires a personal connection with the new vocabulary word or concept. 
You or the student selects a word or concept for the center box of the organizer. Above the word or concept box, students should write the definition in the provided space. They should record key elements of the concept or word in each of the boxes on the left side. In each of the boxes on the right side, the students should record information that is incorrectly assigned to the word or concept. In the bottom two boxes, students write personal connections and ideas about where they would encounter the word or concept. These kinds of personal connections help students connect to prior knowledge, thus promoting retention into long-term memory.
This highly visual graphic organizer requires students to specify a root
word and related words, a strategy that supports students in learning and
understanding new vocabulary.
I hope you’ve found this post useful to help your students enrich and organise their vocabulary. The children can keep all these templates in a vocabulary portfolio they may build throughout the year. You can also photocopy the best samples from your students’work, enlarge and hang on the wall as vocabulary skills posters the class can refer to whenever they need.
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