Vocabutrix - Wordlabweb Template (Page 2 of 3) in pdf

VOCABUTRIX

Instructions for VOCABUTRIX



Partner Read:

Students partner read with someone at a similar reading level (15 min.)



Tagging words:

Each partnership needs a pad of skinny sticky notes which they use to mark the page and the line where they

find words (while reading) that either one or both of them do not fully understand. If students can underline words directly in the

text, then just the page needs to be marked. Students should not stop to write them down, as this breaks up the flow of reading.



Picking words:

Students review the words marked with sticky notes and select the ones for which they both have questions.

They then both record their words, each onto his/her own chart (5 min.). Students may choose to set a goal to learn a certain

number of new words each time (up to 10) before picking their words.



Looking up words/copying definitions:

Both partners look up definitions using a cell phone, tablet or computer. They do

not use a dictionary (see #2 below). They must agree on the best definition based on the context of the word and both of them

write down the chosen definition, each on her/his own chart (30 min.).



a (yes)or

 X(sometimes)

Completing the Vocabutrix

: The following day, students p

X(no) or

in each of the cells

of the row associated with each word. These responses are subjective and based on their personal experience and understanding of

the word. Emphasize that there is no right or wrong answer (5 min.)



Sharing and Justifying:

Students compare their marked choices with their reading partner, one word at a time (or another

student working on the same word). Whether they match or not, each must explain what background knowledge or personal

understanding led them to their choice. Justifying a response by sharing the background behind a viewpoint is a powerful learning

and thinking tool. Challenging students to complete this process within a time limit, can keep things moving (see #5 below).

Tips for VOCABUTRIX

1. Modeling and practicing each of the 5 components above is essential to running a classroom full of students completing their

VOCABUTRIX’s. You will be thrilled with the results once they are independent users of the process. Students who finish early may

make word clouds or webs for a classroom word wall. More on this at a later date.

2. DO NOT HAVE STUDENTS USE A DICTIONARY TO LOOK UP DEFINITIONS! Teaching your students dictionary skills is important but

should not be required for this activity. What’s important here is to get to an agreed upon definition quickly. If students are allowed

to use phones, have them download a dictionary app. Once downloaded students can put the phone on “airplane” mode. A digital

dictionary is of course also accessible from a tablet or computer. Once students are comfortable quickly looking up words digitally,

they often make it a habit, and what a great habit to encourage!

3. Have students leave their sticky notes in place so they can review the context of the word later on. They should not take time to

write the word down during the partner reading activity. Counting the number of sticky notes (or marked words) upon completion

of a writing piece, is useful information for both students and teachers. If students are marking more than 20% of the words, the

reading piece may be too difficult, or you may need to pre-teach some of the key words of informational text.

4. Circulate while students defend their or X or  X choices and ask one partner what the other partner provided as background

for their choice on any particular matrix square. Give each team member a participation point at the bottom of their charts when

they successfully paraphrase their partners explanation. Be sure to circulate to every partnership within the time frame provided to

provide the opportunity for participation points to all teams.

5. On occasion, challenge students to discuss all their words within a time limit. Set a timer that students can see (place on overhead

projector) and allow only 10 minutes or less to finish sharing the entire chart. (That’s about 30 seconds per explanation if everyone

has 10 words.) Students give themselves a participation point on each of their charts for each completed defense of a or X or 

X mark. At the end of the time the team tallies up all their points. This should be done when everyone has the same number of

words to justify on their chart. Before start, provide a one minute (or more) silent time while they think about and prepare what

background information to share for each mark on the chart. This metacognitive practice is key to transference of understanding.

Vocabutrix - Wordlabweb Template Page 2

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