Vocab-O-Gram

=**Vocab-O-Gram...** = Vocab-o-gram ( Blachowicz, 1986 ) is a word and story structure activity that combines thinking about words and categorizing them to build background knowledge and make predictions about narrative texts. The format is a semantic chart of sorts with the traditional story elements on one side, such as: setting, characters, conflict, plot and resolution, as well as two extra slots for questions and mystery words. The teacher selects a fairly large bank of intriguing and loaded words from the story. Some words from Allen’s example, chosen from are: Crackers, Klansmen, scandalous, arrogant, intolerance, dialect and citrus.

=**According to Janet Allen...** = This activity gives students the opportunity to preview familiar and unfamiliar words before reading, as well as to predict how these words might be important in the story while categorizing them under particular story elements.

=**According to Natasha...** = This process has the potential to encourage word consciousness, thinking and wondering about words, and engaging in discussion with peers about the words. As a former Language Arts teacher, I appreciate both the story, and the selection of vocabulary words chosen for this particular example. The array of words chosen is provocative, expressive, and historically situated, ingredients that can lead to fruitful discussions, which have been found to have an impact on depth of vocabulary processing and learning (Stahl & Clark, 1987).

Another critical aspect of this activity is that it can help build a schema for the story. The process of figuring out the words, categorizing them into the story element chart, leaving “mystery” words unaccounted for, and talking through the process can help students envision possible scenarios that will unfold. Ideally, this should help to keep students engaged and motivated to read. In addition, these possible scenarios that were constructed already include key and complex vocabulary words. If scaffolding is thorough before and during the reading, by the time the word is encountered in a text, the students can have an “aha” moment, as they finally get to encounter the word in context. For English Language Learners, experimenting with the words through the chart and subsequent discussions before reading the story can help familiarize them with the sounds, meanings, and types of words to be encountered in the text. For example, using the bank of words on Allen's sample lesson, the words arrogant and scandalous are attributes, or adjectives, that may describe a character. This activity has the potential to bring awareness to the function of the words as well as the meaning.

One suggestion I would make is to include an example for a Science or History text. The chart can be modified for non-fiction narrative, as well as informational text. For example, historical accounts usually include a setting, people (or characters), conflict, events (plot), and final actions (effects of events/resolution). Likewise, relevant narrative or expository texts in science can be used in the same manner.

__**References:**__

Blachowicz, C. L. Z. (1986). Making connections: alternatives to the vocabulary notebook. //Journal of Reading, 29//, 643-649.

Stahl, S. A., & Clark, C. H. (1987). The effects of participatory expectations in classroom discussion on the learning of science vocabulary. //American Educational Research Journal, 24//(4), 541-555.

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