Dal WEEK 4
ACADEMIC
Vocabulary ToolKit
ISABELLA HUGHES
Word Consciousness
Word consciousness in education means helping students become aware of, curious about, and interested in words — how they sound, what they mean, and how they can be used.
Strategy 1
Combining
Stratagey 2
All learners can collect words they do not know some teachers doesn’t get one day of the week as we’re detective day they invite students to bring in one word they would like to learn and ask them to describe the context in which they found the word. The class then tries to show the words meaning.
Novice learners can find words they know in text and words that look familiar, but for which they’re unsure the meaning. They can copy them on a T chart test distinguish the known, and the familiar this activity sometimes is used in learning stations during guided reading time.
This is how you can combine both of the strategies into one lesson/week
I think a strategy that EB students would struggle with would be multiple meaning words. It would be harder for ELL’s because even native speakers struggle with this concept and if you have someone who has minimal or a lesser access to a language, trying to figure out multiple meanings for one word becomes 10 times harder. They also don’t have nearly as much context to be able to figure out the words.
Speaks of intuitive wisdom, hidden mysteries, and the importance of inner silence.
Represents the beginning of a new path with innocence, enthusiasm, and faith in the unknown.
II
THE HIGH PRIESTESS
Symbolizes the power to create your reality using your will, resources, and focus.
THE JOKER
The strategy where students are creating their own dictionary would be the easiest for English native speakers. One because it’s in their own language. Not only that, but it also allows them to have open access to a “cheat sheet” with explanations if they ever forget.
Propose a scaffold to make the challenging strategy more accessible.
- Pair each meaning with a clear image or real object.
- Example: show a picture of a bat (animal) next to a bat (baseball).
- This helps ELLs connect meaning through context and visuals rather than only text.
THE MAGICIAN
Reading Methods
According to approach and purpose
I think clear vocabulary strategy shape my classroom by setting the tone. If I choose strategies that are cooperative and expressive, that’s going to bring my classroom together. If I choose strategies that single out students or isolate them that affects the classroom atmosphere. Not only that, but if I choose strategies that allow me to consistently check in with my students, they are going to feel more comfortable working with me and with reading.
The picture word connection chart, just because I kinda struggle with connecting across multiple days. Not only that I feel as though I think a little bit differently then others so I worry what I think would be a good example wouldn’t be relevant to them.
Either the word detective or dictionary feels the most comfortable to me because it is something I would enjoy doing in my class. Not only that, but there’s really nothing that I struggle with in those strategies
In the Classroom
I would use a “Picture-Word Connection Chart” as a vocabulary-building routine. This technique combines visual supports, real-world objects, and student participation to help young learners connect new words to meaning. Each week, we focus on 3–5 new words related to our theme (for example, weather or community helpers). For each word, we display a picture, act it out, and talk about what it means. Then, students help place the word card next to its picture on a large classroom chart.This technique is effective for academic vocabulary development because it provides multiple modes of input—visual, verbal, and kinesthetic—helping children internalize new words in meaningful contexts. It builds conceptual understanding by linking vocabulary to real experiences, not just memorization. For English learners and early language users, the visual supports and gestures make word meanings clearer and reduce language barriers. Over time, this routine encourages word consciousness, oral language growth, and confidence using academic vocabulary in conversation and play.
During a weather unit, I introduce the word “storm.” I show a picture of a storm and ask students, “What do you see happening?” Together, we talk about the dark clouds, wind, and rain. Then, I model the word in a sentence: “The storm is loud.” We repeat the word together and act out what it might feel like to be in a storm (covering our heads and pretending to hear thunder). Later, during centers, students draw their own “storm” pictures and try to use the word in a sentence with support.
10
Classic Spreads
Classic spreads, such as the Celtic Cross or the Horseshoe, allow for a deeper and more structured view of the querent's situation. This spread can open the door to an inner vision related to hidden and unconscious aspects.
Celtic Cross Spread
Specialized Draws
Specialized draws focus on specific themes such as love, work, health, or important decisions, adapting the reading to the area of interest with a card layout designed for it.
Dream Draw
Simple Methods
PastSituation
Future Outcome Solution
Present ActionObstacle
Each method adapts to the situation and needs of the querent. Simple draws, like the daily card or the three-card draw, offer quick and direct answers, ideal for everyday situations.
Three Card Draw
ACADEMIC
Isabella Hughes
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Transcript
Dal WEEK 4
ACADEMIC
Vocabulary ToolKit
ISABELLA HUGHES
Word Consciousness
Word consciousness in education means helping students become aware of, curious about, and interested in words — how they sound, what they mean, and how they can be used.
Strategy 1
Combining
Stratagey 2
All learners can collect words they do not know some teachers doesn’t get one day of the week as we’re detective day they invite students to bring in one word they would like to learn and ask them to describe the context in which they found the word. The class then tries to show the words meaning.
Novice learners can find words they know in text and words that look familiar, but for which they’re unsure the meaning. They can copy them on a T chart test distinguish the known, and the familiar this activity sometimes is used in learning stations during guided reading time.
This is how you can combine both of the strategies into one lesson/week
I think a strategy that EB students would struggle with would be multiple meaning words. It would be harder for ELL’s because even native speakers struggle with this concept and if you have someone who has minimal or a lesser access to a language, trying to figure out multiple meanings for one word becomes 10 times harder. They also don’t have nearly as much context to be able to figure out the words.
Speaks of intuitive wisdom, hidden mysteries, and the importance of inner silence.
Represents the beginning of a new path with innocence, enthusiasm, and faith in the unknown.
II
THE HIGH PRIESTESS
Symbolizes the power to create your reality using your will, resources, and focus.
THE JOKER
The strategy where students are creating their own dictionary would be the easiest for English native speakers. One because it’s in their own language. Not only that, but it also allows them to have open access to a “cheat sheet” with explanations if they ever forget.
Propose a scaffold to make the challenging strategy more accessible. - Pair each meaning with a clear image or real object. - Example: show a picture of a bat (animal) next to a bat (baseball). - This helps ELLs connect meaning through context and visuals rather than only text.
THE MAGICIAN
Reading Methods
According to approach and purpose
I think clear vocabulary strategy shape my classroom by setting the tone. If I choose strategies that are cooperative and expressive, that’s going to bring my classroom together. If I choose strategies that single out students or isolate them that affects the classroom atmosphere. Not only that, but if I choose strategies that allow me to consistently check in with my students, they are going to feel more comfortable working with me and with reading.
The picture word connection chart, just because I kinda struggle with connecting across multiple days. Not only that I feel as though I think a little bit differently then others so I worry what I think would be a good example wouldn’t be relevant to them.
Either the word detective or dictionary feels the most comfortable to me because it is something I would enjoy doing in my class. Not only that, but there’s really nothing that I struggle with in those strategies
In the Classroom
I would use a “Picture-Word Connection Chart” as a vocabulary-building routine. This technique combines visual supports, real-world objects, and student participation to help young learners connect new words to meaning. Each week, we focus on 3–5 new words related to our theme (for example, weather or community helpers). For each word, we display a picture, act it out, and talk about what it means. Then, students help place the word card next to its picture on a large classroom chart.This technique is effective for academic vocabulary development because it provides multiple modes of input—visual, verbal, and kinesthetic—helping children internalize new words in meaningful contexts. It builds conceptual understanding by linking vocabulary to real experiences, not just memorization. For English learners and early language users, the visual supports and gestures make word meanings clearer and reduce language barriers. Over time, this routine encourages word consciousness, oral language growth, and confidence using academic vocabulary in conversation and play.
During a weather unit, I introduce the word “storm.” I show a picture of a storm and ask students, “What do you see happening?” Together, we talk about the dark clouds, wind, and rain. Then, I model the word in a sentence: “The storm is loud.” We repeat the word together and act out what it might feel like to be in a storm (covering our heads and pretending to hear thunder). Later, during centers, students draw their own “storm” pictures and try to use the word in a sentence with support.
10
Classic Spreads
Classic spreads, such as the Celtic Cross or the Horseshoe, allow for a deeper and more structured view of the querent's situation. This spread can open the door to an inner vision related to hidden and unconscious aspects.
Celtic Cross Spread
Specialized Draws
Specialized draws focus on specific themes such as love, work, health, or important decisions, adapting the reading to the area of interest with a card layout designed for it.
Dream Draw
Simple Methods
PastSituation
Future Outcome Solution
Present ActionObstacle
Each method adapts to the situation and needs of the querent. Simple draws, like the daily card or the three-card draw, offer quick and direct answers, ideal for everyday situations.
Three Card Draw