Beth

Definition or meaning of word / Draw a picture or use the word in a sentence
Synonym of word / Antonym of word

I use this Word Art technique to introduce new vocabulary words in content areas like Spelling, Reading, Health, Social Studies, and Science. The purpose is to get students actively talking and sharing about words and their meanings. I start out at the beginning of the year with students in pairs, working together on one word per group. Word Art can be done on construction paper, and after discussing the words, the work can then be displayed. However, I found that my students really liked to do these on overhead transparencies, and then we would display their work on the overhead as we discussed each word.

The basic procedure is this: 1) write the vocabulary word in the middle circle; 2) write their own definition or a definition from a dictionary or glossary in the top left box; 3) in the top right box, the students can either draw a picture showing the meaning of the word or use the word in a sentence, or both; 4) in the bottom left hand box the students name a synonym of their word; 5) in the bottom right hand box, students name an antonym of their word.

For example, if the assigned vocabulary word was swiftly, the students would write that word in the middle circle. They might write their own definition- moving fast. In the next box, they might write the sentence- The horse was running swiftly. They might also illustrate their sentence by drawing a picture of a horse running. In the next box, the students might write the synonym- quickly. In the last box, the students might write the antonym- slowly.

This technique works wonderfully to get the meaning of vocabulary words across to students. If students made a mistake on their WordArt, we would brainstorm, as a class, and come up with the correct answers. It was also a great way to point out missing parts of a sentence, such as capital letters and end marks. We also had fun thinking up other synonyms and antonyms, and students who like to draw got a boost to their self –esteems when everyone would clap for their drawing. By the end of the year, students were assigned their own individual words, but they could ask their neighbor for help in coming up with synonyms or antonyms, or even with drawing the picture. This activity greatly reduced the number of students who would come up to me and ask, “What’s that Spelling word?”

This activity helps students to meet the following Illinois Content Standards:

1.A.2a- Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations.

1.A.2b- Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses.

3.C.1b- Create media compositions or productions which convey meaning visually for a variety of purposes.

4.B.1b- Participate in discussions around a common topic.