Activity Description

Preparation:

1. Create word finder think-mark bookmarks for each student
    a. Print out think-mark bookmarks onto cardstock or construction paper

• You can choose which think-mark version you prefer --> one has space for just words, and the other has space for definitions and sentences  
  b. Cut them into the shape of bookmarks

2. Select a passage to read that contains new/interesting vocabulary

Implementation:

1. Introduce the concept of think-marks
    a. Explain that they are bookmarks used to help students stop and think while they read
    b. Word finder think-marks are to remind students to take note of new, interesting, and unusual words in the books that they read
2. Model the use of think-marks for the class
    a. Read pre-selected text passage aloud
    b. Use a think-aloud process to demonstrate how you notice new vocabulary and make note of it on the think-mark
      · For example: “Hmm. This is a word I’ve never seen before: conspicuous. I’m going write that word down on my think-mark in one of these boxes so that we can talk about it later with the whole class.”
3. Have students practice using think-marks while reading
     a. Encourage them to find at least three words during a follow-up silent reading period
4. On a regular basis, bring the class together to share the words on their think-marks
     a. Use this opportunity to discuss word meanings and give examples of these words in a sentence
     b. You may also wish to use think-mark words as a starting point for word study
 

Adaptations For

English Language Learners/ESL:

- Modify think-marks so that students can use illustrations to communicate the meaning of new and interesting words
- Allow students to write the meanings of words in their first language
- Conference with these students individually and aid in the definition of words

LD/Reading & Writing Difficulties:

- Have think-mark on a word processor so that students can type the words and definitions 
- Allow students to read books and use think-marks in pairs so students can support one another
- Allow students to choose new vocabulary at their own level

Cultural Appropriateness & Diversity:

- Encourage students to use think-marks for words they encounter in other languages

Differentiated Instruction:

- Adjust expectations of the number of new words found based on ability-level

Related References

Source and Evidence:
Baumann, J.F., Ware, D., & Carr Edwards, E. (2007).  Bumping into spicy, tasty words that can catch your tongue: A formative experiment on vocabulary instruction. The Reading Teacher, 61, 108-122.