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The activity emphasizes oral language practice and kinesthetic learning, using a color-coded large chart with columns for word, prediction, final meaning, oral sentence, and optional picture/clue. Students perform quick informal checks on prior exposure, discuss predictions in groups, share aloud, create a movement cue, refine meanings the next day, then generate and practice sentences. Daily review reinforces retention within a 10–15 minute schedule.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vocabulary-chart-cognitive-content-dictionary-introduction-objective-procedure/493502/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vocabulary-chart-cognitive-content-dictionary-introduction-objective-procedure/493502.png","ImageObject",300,407,{"name":92,"@type":93},"River Wang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the Vocabulary Chart activity?","Question",{"text":112,"@type":113},"The activity introduces new vocabulary in a way that encourages engagement, comprehension, and retention, while also building students’ oral language skills and kinesthetic learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students assess prior familiarity with a new word?",{"text":117,"@type":113},"With the chart posted, students raise hands if they have heard the word before; counts are recorded next to H and NH as an informal assessment tool.",{"name":119,"@type":110,"acceptedAnswer":120},"What steps happen on the next day after students make predictions?",{"text":121,"@type":113},"Students record the final meaning on the chart, compare the definition with their predictions, discuss parts of speech, and review how the word can be used in example sentences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493502,1791049209,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","Vocabulary Chart  \n(Cognitive Content Dictionary)  \nIntroduction & Objective:  \nThe purpose of this activity is to expose students to new vocabulary in a way which encourages engagement, comprehension, and retention of the information. Students will practice oral language skills and kinesthetic learning.  \nNote that while this exercise may seem time consuming, it goes very quickly once students understand the process.  \nRecommended Grades:  \nAdaptable for all grade levels  \nEstimated Time:  \n10-15 minutes/day  \nMaterials:  \n• Markers  \n• Large chart or butcher paper  \nProcedure:  \n1. Preparation: Create a large table on butcher paper or chart paper. It will have as many rows as you have words (or as many rows as you can fit on your paper, you can always tape additional pages together to make your chart longer) . It will have four columns (five if you want to include a picture/clue column) . The column titles are: WORD, PREDICTION, FINAL MEANING, ORAL SENTENCE, and possibly PICTURE/CLUE. Write the first vocabulary word that the class will learn in the first row in the WORD column. Directly under that word (still in the same row) write an “H” and an “NH”. To aid in the visual chunking of content, the chart is typically color coded by column, so you will need as many different colored markers as you have columns.  \n2. For the sake of clarity, let’s use the word “remember” for the explanation here. With the chart posted  \nUNM Latin American & Iberian Institute | 8  \nfor the whole class to see, ask students to raise their hand if they’ve heard the word remember before today. Count the number of students who have heard the word and write this number next to the H. Then, ask students who have never heard the word remember to raise their hands. Count the number of students and write this number next to the NH. This serves as an informal assessment tool for you to gauge students’ familiarity with the word.  \n3. Ask students to turn to their tablemates, partner, or small group and discuss what they predict the word remember means. Give students one minute to come up with a prediction. If students are unfamiliar with the word predict/prediction, be sure to discuss that first.  \n4. Give a predetermined signal for students to come back to whole group and ask students to take turns sharing their predictions. You can use this as an opportunity for language fluency and oral language practice. Encourage them to create complete sentences such as “We predict that remember means. . .”As students share, write their predictions in the PREDICTION column.  \n5. The next step is to create a signal movement that ‘shows’ the word. You can teach the students one you have in mind, or ask them for help in creating it and see what they come up with. They may need some guidance if they are not yet clear on the meaning of the word. Once students know the movement, they practice doing the movement while saying the word. If you want students to create the move, but don’t think they have a strong enough understanding of the word, you can postpone the signal movement until after the “Final Meaning” discussion on day two. If adhering to GLAD strategy, your vocabulary instruction for the day stops here.  \n6. The following day write the final meaning of the word on the chart under the appropriate column.  \nRead the definition out loud and discuss it in comparison to their predictions. Give a couple of examples of how this word can be used in a sentence. This is also a good opportunity to discuss parts of speech. You can identify the part of speech (noun, verb, adjective, adverb, etc.) and then write it underneath the word you are discussing.  \n7. Ask students to create their own sentence using the word remember, then turn to their partner or tablemate and practice saying the sentence. This should take one or two minutes. Signal for students to come back to whole group. Go around the room having each student share his or her sentence. Correct the student if necessary ","cbCaiawpdi6S9yLq","https://ap.wps.com/l/cbCaiawpdi6S9yLq","pdf",878885,"English","# Introduction & Objective\n# Recommended Grades\n# Estimated Time & Materials\n# Procedure\n## Preparation and Informal Assessment\n## Prediction Sharing and Movement Cue\n## Final Meaning Discussion and Sentence Creation\n## Introducing New Words and Daily Review","[{\"question\":\"What is the main objective of the Vocabulary Chart activity?\",\"answer\":\"The activity introduces new vocabulary in a way that encourages engagement, comprehension, and retention, while also building students’ oral language skills and kinesthetic learning.\"},{\"question\":\"How do students assess prior familiarity with a new word?\",\"answer\":\"With the chart posted, students raise hands if they have heard the word before; counts are recorded next to H and NH as an informal assessment tool.\"},{\"question\":\"What steps happen on the next day after students make predictions?\",\"answer\":\"Students record the final meaning on the chart, compare the definition with their predictions, discuss parts of speech, and review how the word can be used in example sentences.\"}]","Vocabulary Chart - Cognitive Content Dictionary - Introduction, Objective, Procedure | PDF",1790883538]