Bullet Point (or One-Word) Vocabulary

Here is how to set it up:

1. Students have a whiteboard, marker, and rag/eraser. (This can also be done on paper.)

2. Establish meaning of any necessary vocabulary and/or target structures and vocabulary.

3. Then explain that after reading the text, they would eventually need to make a list of bullet points. Next to each bullet point, they would write down one vocabulary word from the story. (More detailed instructions would follow after reading the text.)

4. Then, proceed to read the text.

5. After reading the text and making sure it is comprehensible, have them make their bullet point list. (I recommend that you specify the number of bullet points.)

• They will write down one vocabulary word (or structure) next to each bullet point.
  
  • They can come up with each vocabulary word on their own, or you can give them some that must be included in the list.
    
    • If you choose, you can also target specific types of vocabulary: verbs, adverbs, prepositions, adjectives, etc. and have them use only those in the bullet point list.)
      
  • Important: Students should write the vocabulary words in the order they appear in the story – starting at the beginning and working sequentially through the text.
    
    • I recommend having them use the vocabulary words in the order because it helps create a (kind of) “summary” of the story as they work sequentially through text.

6. Then have them trade their board with a partner.

7. Their partner then has to find the sentence in which each vocabulary word or structure appears and write that sentence down on the whiteboard.

• Note: This is designed to drive students back to the text and re-read it. It is a “sneaky” way to gain not only the benefits that come with repetition of reading a text, but also the benefits that come with physically writing out the language.
  
• Also, if the word or structure comes up more than once, I recommend – since they are writing sequentially – they write down the sentence where it appears in the position of the story. (That is, where is located in the list relative to the story.)

OPTIONS: 

1. Students can write out the sentence and leave a blank, where their partner must fill in the appropriate vocabulary word or structure.
   
   • Again, this requires students to re-read the text in order to find the sentence and fill-in the appropriate vocabulary word or structure.
     
2. Before students trade boards and write the sentences, have them retell the story using the vocabulary from their bullet points as a guide – but speaking in full sentences. (Again, this is why writing them down sequentially is important!)
   
   • I offer any students the chance to come up in front of the class and retell the story using the bullet points on their board. (I don’t require students to do this!)
     
   • Note: A small variation is to have them trade boards and use their partner’s bullet point list to do a story retell. This is a good variation, especially if they have different vocabulary listed!

Something to Consider: This activity can also be done more independently. Instead of reading with the students, simply give them a text/story and have them read it on their own. Then have them write down their bullet point list on their boards as they independently read the story. (I recommend only doing this if students are comfortable with the (level of the) text and are already familiar with the activity.)

Note: Below are pictures from my students and their work from class. (This is a German I class.)

P.S. If you end up trying this class, please share how it went!