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Studies show that short, frequent study sessions increase long-term retention when compared to long cramming sessions.
Use this 3-10 minute activity to help students see this benefit in their own study of vocabulary.
Use as a sponge, transition or bell-ringer
activity!
Break up vocabulary list into sections of 10-15 words each.
Print list in two columns: vocabulary in one column, and definition in the other.
During the 30-second study time, students look at the entire list.
When it is time to practice, students fold the list in half, so that each student sees only one side.
One student acts as checker as the other student goes through the list as many times as possible during the 1-minute practice time.
The checker stops the student only to correct mistakes.
There is no need for the checker to read their side of the list-the practicing student just looks at the part of the list that is visible to him/her, and says the definition. In other words, the prompt is silently read by the practicing student, thus allowing the list to be gone through more times.
At the end of the minute, students reverse roles.
The activity can be repeated 3-4 times in under 10 minutes.
Variations:
Have students keep track of how many times they go through each list and turn in their results.
Have students count each vocabulary word, as it is spoken, on a hundreds chart (Included). Keep track of individual and team totals.
Change teams now and then so that students have a chance to work with others at all levels.
KeyWords: Vocabulary Drill, Study Vocabulary, Vocabulario, Vocabulaire, Vocabulary Sponge Activity, Bell-ringer vocabulary drill, Transition activity, Vocabulary list, Vocabulary competition
Use this 3-10 minute activity to help students see this benefit in their own study of vocabulary.
Use as a sponge, transition or bell-ringer
activity!
Break up vocabulary list into sections of 10-15 words each.
Print list in two columns: vocabulary in one column, and definition in the other.
During the 30-second study time, students look at the entire list.
When it is time to practice, students fold the list in half, so that each student sees only one side.
One student acts as checker as the other student goes through the list as many times as possible during the 1-minute practice time.
The checker stops the student only to correct mistakes.
There is no need for the checker to read their side of the list-the practicing student just looks at the part of the list that is visible to him/her, and says the definition. In other words, the prompt is silently read by the practicing student, thus allowing the list to be gone through more times.
At the end of the minute, students reverse roles.
The activity can be repeated 3-4 times in under 10 minutes.
Variations:
Have students keep track of how many times they go through each list and turn in their results.
Have students count each vocabulary word, as it is spoken, on a hundreds chart (Included). Keep track of individual and team totals.
Change teams now and then so that students have a chance to work with others at all levels.
KeyWords: Vocabulary Drill, Study Vocabulary, Vocabulario, Vocabulaire, Vocabulary Sponge Activity, Bell-ringer vocabulary drill, Transition activity, Vocabulary list, Vocabulary competition
K-12 Subject:
Grade Level(s):
Teaching Duration:
30 Minutes
Type of Resource:
Answer Key:
N/A
# of Pages/Slides:
N/A
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vickybobber
Very useful!
March 7, 2013 
bigbird
Good resource for use with both general and special education students.
July 28, 2011
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I have 23 years of experience in the classroom. I've taught Spanish most of my career, with a few years of Language Arts thrown in. I spent 13 years at the middle school level, and am in my 9th year at high school. I love both levels, and often can't believe how lucky I am to be in this profession. I taught a Spanish Teaching Methods course at BYU as an adjunct professor for two semesters, and loved that experience. When I retire from public school, my goal is to get a doctorate and start a second career at the university level.
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