Linda,
Your post reminds me of a warm-up activity I've used in the past for an easy
way to review and encourage review -- to try to up the number of times
learners are processing (listening, speaking, reading, writing) new words,
which definitely increases competence using them.

I'll write a few, often rhyming words, across the top of the board --
bad/sad/mad/glad for example. [small/tall/call/fall] in one corner of the
board I might write who/what/when/where/how/why as well.  also, I keep a
board space (when possible a separate 'parking lot' board) for a list of
"confusing things I think I heard this week" with a big question mark?!?
 Students know that when they enter and settle in to the classroom, they are
to go up to the board and add additional words to the lists(and they're
encouraged to help each other with spelling), especially words we've
reviewed in past classes, or that they've encountered in their readings and
listenings.

I'll choose a word from their list and ask, "Who?"  (Why?) (What next?)

I'm hoping this is making sense -- but what verbally and in written form
emerges from group brainstorming might be something like this:

Eduardo felt miserable because his wife was furious.
She was very angry because he didn't celebrate their anniversary.  He forgot
it!

He wasn't devastated.  He knew what to do.  He bought flowers and made a
card.
Now, she was not despondent.
Sweet!

--
It takes only a few moments, it's "real" and often humorous and HELPS
learners remember!   To save time, and perhaps also to help memory, we often
develop a cast of characters that are unique to each class, and build upon
the stories we develop through vocabulary review.

And, as many of you have probably learned, discovered, or suspect, warm-ups
that work cut down on tardiness and help with retention issues.

I'm a firm believer in the power of using drama in the classroom, and
believe that activities like this help make 'performing' dialogues more
effective.

For lower level learners, use pictures of characters -- tape the picture to
the board and draw a speech bubble.   After a time or two, routines
develop.

--
Hope this makes some sense and is helpful to someone -- no time to explain
in more detail today,,
Holly



On Tue, May 13, 2008 at 9:34 AM, Hudson, Linda K <LHUDSON at houstonisd.org>
wrote:


>  I totally agree that letting students come up with word choices from

> their own vocabulary helps strengthen their vocabulary. I like to brainstorm

> on the board and let them see the words that they choose. Also, I like to

> allow them to use the thesaurus with their writing assignments because they

> began to speak those words later and their writing becomes stronger. At the

> end of the week the students are allowed to compete with each other on test

> to win certain prizes. Students love it! Students get to choose the language

> and win prizes for doing so!(smile)

>

>

>

> *Educationally yours,*

>

> *Ms. L. K. Hudson, M.Ed.*

> *Elementary Educator*

> *"Minds are like parachutes. They only function when they are open." Sir

> James Dewar*

>

>  Holly (Dilatush)

>

> holly at dilatush.com

> (434) 960.7177 cell phone

> (434) 295.9716 home phone

> [OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time]

>

> "As soon as we begin to generalize, we fail to have meaningful dialogue."

> (Katherine Mercurio Gotthardt, 2008)

>

> "Live with intention. Share inside~out smiles, inspire hope, seek awe and

> nurture in nature."

>

> www.tales-around-the-world.blogspot.com

> www.abavirtual-learningcenter.org

>

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