Visual Vocabulary Stories with Haiku Deck #txidea

vocWeekly, my nephew is assigned a set of words in which he has to learn the definition and spelling for class. His teacher sends the list home and other than the sentences that he is assigned to write, he is on his own to learn each meaning. Basically, he is supposed to memorize each definition which means that he doesn’t really own a connection.

While experimenting with my chromebook and haiku deck‘s beta web application, I decided to allow Braeden a “chromebook takeover” to visually create his sentences.

Below are the sentences that he originally wrote. As you can see, his understanding of certain words were lacking.


The Learning Plan:

1. I asked Braeden to reflect on the sentences that he wrote. We had a nice discussion about context clues which resulted in more debate than needed at 8pm.

2. Braeden’s job was to enter each sentence into Haiku Deck and find an image that best correlates to his sentence using the definition of the word itself.

Below are a few points of discussion…

1. Sold – He associated this definition with the result of someone buying something. He searched using “sold”, “money”, “toy” and “disney store”. He decided to settle on the toy figure because even though the image didn’t reflect the word “sold”, it could have been the toy that “got away”…his words

2. Slow – He thought…”what do I associate with being slow?” – thus…turtle

3. Admire – I have to admit that I was afraid of images that may show up for admire. He looked up “love” and found the couple with the heart between because he said that admire meant to really like or love someone.

4. Bothering – Braeden looked under “bother” and apparently there is a band with that name. We talked about what bother meant and how he feels when he is being bothered. He connected with that idea so for his search term, he chose..”annoyed” and “annoying”

5. Plain – In his original sentence, he used “plain” wrong by associating it with the object in the sky. He quickly saw his own mistake and changed his sentence to reflect that.

6. Splendid – Braeden decided that splendid meant “amazing or beautiful” so he searched those terms instead.

7. Gold – After searching for “solid gold”, Braeden decided that his sentence needed work and changed it…probably to match the picture.

This activity gave Braeden a way to connect with his vocabulary beyond sentences on paper. The visual aspects of it not only helped him to identify with meanings but could allow his teacher to quickly tell whether students understand.

Braeden used a chromebook but students with ipads can complete the same activity utilizing the ipad app.

Looking ahead: Now that he has the hang of how to effectively use Haiku Deck, next week his challenge will be to create a real story where each sentence connects. Stay tuned!

Below is his completed slideshow

Created with Haiku Deck, the free presentation app for iPad

Comments 2

  1. Pingback: Redefining “Teaching Vocabulary” | Learning and Life Unplugged

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