Meggin’s Current Articles

Teachers – Vocabulary Development – Create Mystery Boxes

4th June, 2009 - Posted by Meggin - No Comments

An article in Reading Teacher a few years back (2004, pp. 766-768) presented the idea of creating ‘Literacy Mystery Boxes.’  The idea is to put together a box with various items that represent concepts in a book that the teacher is going to read to the students, thereby building background knowledge and increasing students’ suspense and interest in the upcoming book.  It’s a wonderful idea and I encourage you to read the article so you can use this idea with your students – along with the additional suggestions given by the authors.

Since I taught Owning Words for Literacy vocabulary workshops for several years, I would always have the participants think about how to apply the concept not only to reading, but also to vocabulary development.  Think about the possibility of creating “Vocabulary Mystery Boxes.”  Here’s an example:

1. Choose a concept, such as, “texture.” 
2. Find and put items into the vocabulary mystery box that will elicit words that are related to the concept of “texture.”  For example, you could be choosing items that would help students learn the words (which are only labels for concepts) such as: smooth, sticky, corrugated, rough, silky (and myriad other words!) Just find items that the students can touch and begin developing the various concepts. 
3. Bring the box out – as something very special.  If you are a teacher, then I know you have some dramatic flair.  This is the time to use that flair!  You can get everyone more engaged when you do so and are more likely to get broader participation and more risk-taking from the students.  You want to have them generated as many descriptive words as possible which you can then use to build everyone’s understanding of the concept ‘texture.’

Using this example, you can choose any number of other concepts – both ones with concrete representations, such as ‘texture’ but also abstract concepts such as ’sorrow,’ ‘joy,’ ‘forever,’ and so forth.  Be creative, which I know you are!!

Vocabulary mystery boxes work well for the following groups of students:

1. young students who are just learning about words, language, reading, and writing
2. students who are English Language Learners,
3. older students who are learning brand new concepts in science, social studies, mathematics, or art, and
4. students in foreign language classes who might be learning words for concepts they already know–but who need some additional physical items to assist in their learning.

Do you notice how these takes in the majority of learners…That’s because it can be modified in so many ways.  There is no limit to what you can create in the way of a Vocabulary Mystery Box. Plus, it’s also fabulous when you have your students create their own.  Think of the learning and active engagement! 

Questions for you…

• When will you create your first vocabulary mystery box?
• What is a concept you are currently working on with your students–and that they may be having a little trouble learning?
• Would a vocabulary mystery box (or some other container) help?
• Do you have parents or other volunteers who could create vocabulary mystery boxes for you? Just ask! They’ll enjoy it (it’s much more fun than cutting things out of lamination!)

Have a great time yourself watch your students’ content/vocabulary knowledge soar as they start owning more words.  You’ll also know this is a popular learning activity as you begin seeing more and more that have been created by the students – and when students are choosing to use the vocabulary mystery boxes during ‘free’ time or center time.

And I hope you’ll access some of the learning ideas available at http://www.OwningWordsforLiteracy.com.  There’s lots there for you!

(c) Meggin McIntosh, Ph.D. | Emphasis on Excellence, Inc. | www.meggin.com