Vocabulary Sets

Click on the photo to go to the vocabulary set. Click on the Quiz link to go to the quiz*.

*Note on Quizzes

– After the first few quizzes, I realized that some students were having trouble, so I created a second version, Quiz Modified, most of those are matching.

-You can edit quizzes in Google Docs by choosing “Make a copy”

-Here is a comprehensive quiz I made to use with Scantron to get baseline data to measure a year’s growth in vocabulary.

 

Vocabulary 1

 

 

 

 

   

   Quiz 1

Vocabulary 2

 

 

 

 

 

 

   Quiz 2

Vocabulary 3

 

 

 

 

 

 

 

   Quiz 3

Vocabulary 4

 

 

 

 

 

 

 

    

Quiz 4

Vocabulary 5

 

 

 

 

 

    

Quiz 5 

Vocabulary 6

 

 

 

 

 

 

     Quiz 6

vocabulary 7
Vocabulary 7

 

 

 

 

 

 

       

 Quiz 7

 

Vocabulary 8

 Quiz 8

Vocabulary 9

Quiz 9

Quiz 9 Modified

Vocabulary 10

 

 

 

 

 

Quiz 10

Quiz 10 Modified

 

Vocabulary 11

 

 

 

 

 

 

 

 

 

   Quiz 11

Quiz 11 Modified

Vocabulary 12

Quiz 12

Quiz 12 Modified

Vocabulary 13

Quiz 13

Quiz 13 Modified

Vocabulary 14

Quiz 14

Vocabulary 15

 

 

 

 

 

 

 

 

 

 

 

Quiz 15

Quiz 15 Modified

Vocabulary 16

Quiz 16

Quiz 16 Modified

Vocabulary 17

 

 

 

 

 

 

 

 

Quiz 17

Quiz 17 Modified

Vocabulary 18

Quiz 18

Quiz 18 Modified

 

Vocabulary 19

Quiz 19

Quiz 19 Modified

Vocabulary 20

Quiz 20

 

Vocabulary 21

Quiz 21

Quiz 21 Mod

Vocabulary 22

Quiz 22

Quiz 22 Modified

Vocabulary 23

Quiz 23

Quiz 23 Modified

Vocabulary 24

Quiz 24

Quiz 24 Modified

Vocabulary 25

Quiz 25

Quiz 25 Modified

Vocabulary 26

Quiz 26

Quiz 26 Modified

Vocabulary 27

Quiz 27

Quiz 27 Modified

Vocabulary 28

Quiz 28

Quiz 28 Modified

Vocabulary 29

Quiz 29

Quiz 29 Modified

Vocabulary 30

Quiz 30

 

Vocabulary 31

Quiz 31

Quiz 31 Modified

Vocabulary 32

Quiz 32

Vocabulary 33

Quiz 33

Quiz 33 Modified

 

Quiz 34

Quiz 34 Modified

 

Vocabulary 36

 

Bookmark Sites Make Great Center Assignments

Child at computerJohn Kuglin’s website has a great collection of links. One of them that I highly recommend is ikeepbookmarks.

Teachers can use the site as a center assignment; tell the student to go to ikeepbookmarks, open a certain folder, and complete the activity, quiz, reading, or whatever on a chosen site. This works especially well with Quia because it has the tracker, which lets you know if the student did the work and the results. Since ikeepbookmarks is web based, the assignment can be homework as well. Other ways to verify the work are to have the student print a page or email a completed page to you.

I use Portaportal. To see my links, type dgkerwood in the Guest Access box. ikeepbookmarks has two features that make it better – an easier “public access” choice and instant book marking while browsing.

When students ask if they can play games on the computer, I say, “Sure, you can choose one on Portaportal.” They often head for the Science folder and choose Virtual Knee Surgery.

Gone Fishing – Quality Web Searching for Student Projects

Many teachers have experienced the frustration of assigning a topic for a research project, then giving students a block of time in the computer lab, only to discover at the end of the class period that the students spent most of their time looking at sites that were off topic, or otherwise useless. Chances are that if a teacher sent her students off on an internet search with so little guidance, she uses the same methods, and wastes her own time in similar fashion. It is likely that this teacher and her students began with a basic Google search, which is much like tossing a worm into the ocean to catch a fish.

The tech savvy teacher knows that the best educational websites have already been collected by others and are organized by topic, grade level, or content standards, and take the time-wasting guesswork out of this fishing expedition.Gone Fishing

It is likely too, that in this class there were a few students who were able to sort through the endless hit or miss websites to come up with the valuable resources that they needed. In the planning stages of this research assignment, the teacher needs to use differentiated instruction strategies. For example, on his Educational Web Resource pages, John Kuglin has linked to ikeepbookmarks.

With this bookmarking tool, the teacher can select several on-target sites in advance and put them in a folder. The student who is working on the fist levels of Blooms levels of cognitive understanding can remain focused on finding the facts that they need and are able to comprehend. The students who are working at the upper levels can begin with this folder and then seek out additional sites to analyze and synthesize the information that they discover. This group of students would investigate Bernie Dodge’s “Four Nets for Better Web Searching.”

Tomlinson advises that the differentiated classroom promote on-task behavior (37). With the best of intentions, the teacher can assign the research topic of alternative fuels. She thinks this is specific and will serve to focus her students on bio-fuels, wind power and such. But within seconds, someone will find race car fuel, then Dale Earnhardt’s home page, then call out to his friends, and they all run to see the crash photos, and then more time is wasted getting everyone back on task. This lost time has a negative impact on learning.

In a better scenario, the teacher directs her students to one of the many links that she discovered on Kathy Schrock’s Guide for Educators. The environmental science page lists specific topics in science that link to further sites—all on topic. For optimal gains in learning, the teacher has separated the sites she plans to use according to the choices that the students have made and their level of understanding. Each student or student group would find their target sites in a folder, bookmarked especially to suit their needs. She can tell her students the same thing that I tell mine, “I only get you for 180 days; we don’t have time to go fishing on the internet.”