Planning Cards Instructions:Vocabulary for Comprehension

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Zone of Relevance

Choose a number words to describe a character. Children place the words on the target with the most appropriate one(s) in the centre with the words becoming less relevant as you work outwards.

Intensity Line

These can can be synonyms or a mixture of synonyms and antonyms. Children place the words in order of ‘power’ along the line.

Seven Steps

Based upon the work of Beck et al this is sequence for the understanding and learning of  new vocabulary that occurs in books.

  1. Contextualise the word in the story by revisiting the extract – ‘Lisa was reluctant to leave without Corduroy.’
  2. Ask the children to say the word – Say ‘reluctant‘.
  3. Give a child friendly definition  -‘Reluctant means you don’t really want to do something.’
  4. Give other examples of the word  -‘I was reluctant to get up this morning’
  5. Relate the word to the children’s experience -‘You might be reluctant to eat food that you have not tried before.’
  6. Engage with the word another ways – ‘Tell your partner about something you would be reluctant to do.’
  7. Record the word.

Word wheel

Write ‘boring’ words in the centre of the wheel. Give the children synonyms for the ‘boring’ word and ask them to match them up appropriately. Record the correct matches.

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Word Wheel