The idea is that they get the wordle and a list of vocabulary questions - not content, not yet - to answer. The questions are ordered from easy to hard, so that more able students can start with a harder question. After answering the questions, the students then go on to using the actual reading to answer content questions.
I'm pretty stoked with this, and think it will work well as a way of supporting vocabulary learning without being a boring list of definitions. I can circulate throughout the class and give support to students who are struggling without the rest of the class being bored.
In case anyone is interested, here are the questions (with the answers in brackets):
- What are the four biggest words? (plate, earthquakes, mountains, collisions)
- Put one word into the gap to complete the sentence using these words: Plate collisions _________ earthquakes and mountains (cause or make)
- Find the word in the wordle that means:
the part of the plate that collides with another plate (edge or boundary)
the place where the land meets the sea (coast)
a really big number (millions) - Make three sentence using words from the wordle (plus a, an, and, the, are and other joining words) (eg. When an oceanic plate meets a continental plate to make a convergent boundary, you get a trench in the ocean and a mountain range)
- Plates come in two types – continental and oceanic. What do these words mean? (about continents and about oceans)
- Adjectives are describing words, like tiny. Find four adjectives in the wordle. Write a sentence using each one (eg Plate collisions take place over a really huge time)
Next time, I want the students to make their own wordles. I just have to find a way for this to happen *makes a considering face*
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