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SCHROEDER AND EDGAR MIGUEL GRAJEDA  \nLEVEL: Advanced Beginner to Advanced  \nTIME REQUIRED: One 40-to 60-minute class period (less time as students become familiar with the activity)  \nGOALS: Students will be able to do the following:  \n• Employ speaking, listening, reading, and writing skills to review vocabulary and build vocabulary retention  \n• Engage critical thinking to identify learned vocabulary  \n• Use individualized roles within a group context to problem-solve  \nMATERIALS: Scrap paper or small whiteboards (one per group); pen/pencil or dry-erase marker and eraser (one per group); clue cards; PowerPoint slides with vocabulary and instructions (optional)  \nBACKGROUND:  \nThis activity, in a different format, was introduced to one of the authors (Cara) when she was teaching at a public New York City high school dedicated to English language learners . She used the activity in its original format, integrating it into her curriculum to review vocabulary found in the works of Richard Wright, George Bernard Shaw, and William Shakespeare with her heterogeneously proficient students .  \nSometime later, Cara revisited this activity while co-teaching fourth-grade English as a foreign language (EFL) in Kaohsiung, Taiwan, and serving as a trainer and advisor to Fulbright English Teaching Assistants.  \nAdaptations were made to address the local context of non-immersed young learners unaccustomed to regular group work in classes of up to 30 students. The second author, Edgar, further adapted and refined the activity for his students in fourth to sixth grades in Taipei, Taiwan. Due to its popularity with his students, Edgar has integrated this activity into his regular classroom practice to explicitly review unit vocabulary. It is Edgar’s adaptations ofthis activity that are shared here.  \nPREPARATION:  \n1. Identify a set number of vocabulary items to review.We recommend reviewing no more than ten to 15 words at a time, depending on grade level, students’proficiency, time available, and students’familiarity with the activity. (You should expect that the activity will take longer the first time it is used. Also, it is likely that more-proficient and older students will be able to move through more vocabulary items during the activity than students who are less proficient.) For the purposes of describing this activity, we have chosen sets of five vocabulary items to be identified and reviewed. Students should already be familiar with the vocabulary being reviewed, and they should know which vocabulary items might be included in this activity.  \n46  \nENGLISH  \nTEACHING  \nF OR UM  \n2 02 2  \n[americanenglish.state.gov/english-teaching-forum](americanenglish.state.gov/english-teaching-forum)  \nStudents should already be familiar with the vocabulary being reviewed, and they should know which vocabulary items might be included in this activity.  \nwater milk juice tea coffee  \nFigure 1a. Example vocabulary (for advanced-beginner learners)  \nconfused satisfied weary ecstatic nonchalant  \nFigure 1b. Example vocabulary (for intermediate learners)  \n2. Create a set of clues for each vocabulary item. Clues can be, for example, the following:  \na . Number of letters  \nb. Number of syllables  \nc . Starting letter  \nd. Ending letter  \ne. Definition  \nf. Synonym(s)  \ng. Antonym(s)  \nh. Illustration  \n3. (Optional) Create PowerPoint slides reviewing vocabulary items and showing step-by-step directions for the activity.  \nwater  \nA. Has 5 letters  \nB. Starts with the letter w  \nC. Ends with the letter r  \nD. Has 2 syllables milk  \nA. Has 4 letters  \nB. Starts with the letter m  \nC. Ends with the letter k  \nD. Has 1 syllable  \njuice  \nA. Has 5 letters  \nB. Starts with the letter j  \nC. Ends with the letter e  \nD. Has 1 syllable  \ntea  \nA. Has 3 letters  \nB. Starts with the letter t  \nC. Ends with the letter a  \nA. Has 1 syllable  \ncoffee  \nA. Has 6 letters  \nB. Starts with the letter c  \nC. Ends with the l","cbCairYvSLf95KnH","https://ap.wps.com/l/cbCairYvSLf95KnH","pdf",416137,"English","# Preparation\n## Select vocabulary items\n## Create clues for each word\n## Optional PowerPoint slides\n# Procedure\n## Review key vocabulary\n## Form groups and assign roles","[{\"question\":\"What is the purpose of Vocabulary Jigsaw Review?\",\"answer\":\"It helps students review vocabulary and retain learned word meanings while using multiple language skills. The activity also supports critical thinking to identify vocabulary.\"},{\"question\":\"What materials are needed for the activity?\",\"answer\":\"Groups need scrap paper or small whiteboards, writing tools (pen/pencil or dry-erase marker), clue cards, and optionally PowerPoint slides with vocabulary and directions. An eraser is also needed for whiteboards.\"},{\"question\":\"How are clues for each vocabulary item created?\",\"answer\":\"Clues can include word features such as letter count, syllable count, starting/ending letters, definitions, synonyms, antonyms, and illustrations. Example clue sets are provided for different learner levels.\"}]","TRY THIS - Vocabulary Jigsaw Review | PDF",1790883261,18]