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Best Practices in Adolescent Literacy Instruction Ch 6 review - Actively Engaging Middle School Students with Words
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5373 EDRG Fall 2009
Actively Engaging Middle School Students with Words
Chapter 6
Rose Atkinson
Sylvia Bull
Molly John
Stephanie Ochoa
5373 EDRG Fall 2009
Agenda Overview Role of vocabulary How words are learned Active engagement Strategies Jigsaw Activity Reflection Appendix
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Overview Resistant Readers vs. Struggling Readers
How are they different? Disengagement
How they’re the same. What can be done?
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Role of vocabulary Builds self-esteem and confidence Boost comprehension Improves achievement Enhancing thinking and communication Promotes fluency
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Many factors affect learning new words Words are learned via:
Vicarious experiments Direct experiences Direct instruction Linguistic and non-linguistic ways
How words are learned
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Active engagement Students must work together Peer teaching Metacognitive strategies Students working alone
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Strategies Guess & Check Vocabulary anchors 3-D words Greek & Latin roots Video words
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Guess & CheckUnknown Word Clues Guess Check
Myth Not true Fake Legendary story
Legacy Importance Statue Inherited item
Legend Story Myth Story from past
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Vocabulary anchors
WORD
Similarities
Related Word
Characteristics
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3-D wordsAdolescent –
one that is in the state of adolescence –the state or process of growing up
Source:http://www.merriam-webster.com/dictionary
Self-portrait
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Greek & Latin roots
Meta(new)
metaphor
met
al
metabolic
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Video words
Technology can motivate “disengaged” students
Students can find video word examples online or create video words themselves
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Jigsaw Jigsaw is a cooperative learning
strategy that enables each student
of a “home” group to specialize in one
aspect of a learning unit. Students
meet with members from other
groups who are assigned the
same aspect, and after mastering
the material, return to the “home”
group and teach the material to their group members. Jigsaw 10 easy steps:
http://www.jigsaw.org/steps.htm
5373 EDRG Fall 2009
We will present four different activities After each of you is given a number
between 1- 4 please break up into your number group
When the activities are complete please return to your home group and discuss what you learned, liked and disliked about your activity
Activity
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Reflection Knowing a word = understanding
meaning, pronunciation, and spelling Active engagement promotes learning
new vocabulary Students can be taught “judicious”
learning strategies
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Appendix Additional activities
1. I have who has 2. Vocabulary Squares/The Frayer Model 3. Comic strip vocabulary
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Strategy Outline: QHT Chart
This strategy can be used to review vocabulary students have learned previously, either in class or previous grade levels.
Why: Reviewing content knowledge vocabulary can be very time consuming, this is a quick way for students to help each other relearn the words they should know.
What: the following materials are needed:QHT Chart for each studentVocabulary words on chart paper or the boardList of vocabulary words for students to take
notes on (optional)
Access the entire activity here: Activity 1
How: Present each student with a QHT Chart.Read all the words displayed for the students.Instruct students to place each word in one of the
columns.Q – Words I have questions aboutH – Words I have heard of T – Words I can teach about
After the students have place all the words on the chart, go through the list displayed and ask if anyone had a question about each word in order.
If someone has a question about a word, ask if anyone can teach their classmate about that word.
Repeat steps 4 and 5 until you have gone through the list of words.
Variation: You can also go through the list and ask for students who have listed the word in the Teach column to teach the class about the word. This would allow those students too afraid to admit they don’t know the word the opportunity to still learn the word without a chance of embarrassment.
Adobe Acrobat Document
Activity 1 – I have who has
5373 EDRG Fall 2009
Activity 2 – Vocabulary squares
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Definition-Book‘s Definition-What I understand dictionary, glossary, or H.S.- write analogy/poem/other other related reference
Illustrate what the Non-Example word like-picture Antonym What do you think *the author’s meaning is*from context clues write about the word
Vocabulary word goes
here
Access Activity 2 here or here Activity 2 b
5373 EDRG Fall 2009
Activity 3 – Comic strip vocab.The Comic Strip Vocabulary builder invites students to learn new words/terms by
composingtheir own comic strips. This method intends tocreate vivid mental images and visual wordassociation for the reader.
Materials • White paper / Letter or legal size
recommended • Writing instrument /Colors, markers or
color pencils recommended • Dictionary /If you do not provide the
definition to the new vocabulary term • 20-30 minutes for activity
Getting started• Students can work alone or in groups• Introduce the students to a single or list of
terms to incorporate in the comic strip• Students should consider:
Scene & Actions that occur Characters Present Landscape & Props Caption
• Allow students ample time to create a comic that illustrates a vocabulary term
• Share work with class • This process can be changed as
necessary
Adobe Acrobat Document
Access Activity 3.