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Instructional Strategy

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INSTRUCTIONAL STRATEGY

Roll and Practice Vocabulary

Grade:

K-2, 3-5, 6-8, 9-12

Type:

Acquire Vocabulary
/ Develop Language (MLL)
< 20

Minutes

When:

Before and after reading

Materials:

Preselected vocabulary list, Roll and Practice Dice Cards, whiteboard or display, writing utensil
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Description

Blue dice with white dots on light blue background.
© EyeEm Mobile GmbH—iStock / Getty Images Plus/Getty Images
Roll and Practice Vocabulary is an interactive teaching strategy that enhances vocabulary acquisition through a dice-based game. Students work in groups, drawing words and performing tasks determined by dice rolls, such as defining terms, using them in sentences, or identifying synonyms. This approach promotes comprehensive vocabulary learning by engaging multiple skills and learning styles. The game format encourages active participation, peer learning, and immediate feedback, making vocabulary practice both effective and enjoyable. By combining chance, collaboration, and diverse word interactions, this strategy helps students deepen their understanding and improve their ability to use new vocabulary in various contexts.
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Procedure

1
Prepare the Vocabulary
a)
Prepare a list of vocabulary words for the game that aligns with your desired learning outcome. Depending on the age and grade of students, the number of words on a given vocabulary list may vary, but typically ranges from five to 10.
b)
Write the vocabulary words on individual slips of paper and place a full set of the words in a container for each group of students playing the game.
c)
Review the die’s assignments with the students: 1 = Define the word / 2 = Use the word in a sentence / 3 = Say a synonym for the word / 4 = Say an antonym for the word / 5 = Draw a picture representing the word / 6 = Act out the word.
2
Introduce the Activity
a)
Divide the students into small groups or pairs and distribute a Roll and Practice Dice Card to each group or pair.
b)
The students in each group take turns drawing a word from the container.
c)
The first student in the group rolls the die.
d)
Based on the number rolled, the student performs the corresponding action with the drawn vocabulary word.
e)
After the student completes the action, the group discusses and verifies the response. If needed, other group members can help correct or refine the answer.
f)
Once the action is completed, the next student in the group draws a new word and rolls the die.
g)
Repeat the process until all vocabulary words have been used or a predetermined time limit is reached.
h)
After the game, review the vocabulary words as a class. Discuss any challenging words and ensure everyone understands their meanings and uses.
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Differentiation

Different Die: Use dice with different numbers of sides to limit or add options. Limiting options ensures the game remains accessible and effective, providing consistent practice with just a few student actions. Using dice with additional sides can introduce more challenge through a greater variety of student actions.

Multilingual Learning Support

Beginning Proficiency: Adapt the dice game by creating vocabulary cards that show both pictures and words. Allow students to define words in their home language before progressing to English. Give students helpful sentence starters in both languages; for example, if a student rolls the “define” number, they can use “A cat is an animal” in English and the same simple pattern in their home language. When students roll “compare words,” they can use “Hot is the opposite of cold” in either language. Let students work with classmates who speak their home language, and accept answers in either language. Make the dice easier to understand by adding small pictures next to each number; for example, next to the number 1, draw a small dictionary to show “define the word,” or next to number 6, draw stick figures to show “act out the word.”
Intermediate Proficiency: Implement a scaffolded bilingual approach that bridges familiar and academic language for students. Provide word banks that include both everyday and content-specific vocabulary in English and students’ home language. Create dual-language reference sheets that show word relationships (synonyms/antonyms) in both languages, along with common context clues and signal words, accompanied by visual representations paired with academic terms. Encourage students to explain their reasoning using increasingly complex English structures while maintaining access to home language support. When students roll “define the word” or “use the word in a sentence,” they can practice in both languages, starting with their home language before attempting English.
Advanced Proficiency: Support students’ growth in academic vocabulary while still using their home language as a helpful tool when necessary. Make the game more challenging by including words that have different meanings in different situations, like root in math versus in the context of plants. Help students break down words into their parts (like un- at the start or -tion at the end) and show how these parts work in both English and their home language. Point out words that look or sound similar between languages, like information/información or activity/actividad. Compare how each language expresses sayings and figures of speech; for example, “it’s raining cats and dogs” might be expressed differently in another language. Let these advanced students be language helpers in the classroom, supporting their peers in understanding subtle differences in word meanings across languages. When they roll the dice and get “draw a picture” or “act out the word,” encourage them to tackle more complex concepts and explain their drawings or actions using academic vocabulary.
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Variations

Partner or Group Rotation: After a certain time has elapsed, rotate partners or groups to allow students to work with additional classmates.
Optional Scoring: To make the game more competitive, introduce a scoring system. Award points for correct answers and creative representations.
Mystery Cards: To add a random, fun element, introduce mystery cards that can be drawn at any point in the game. Here are some examples of mystery card actions:
Swap Words: Swap your word with another group’s word.
Double Points: Earn double points for your next correct action.
Team Challenge: Complete the next action as a team.
Skip Turn: Skip your turn and choose another student to go next.
Extra Roll: Roll the die twice and choose which of the two actions to perform.
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