VIEWS: 17 PAGES: 1 POSTED ON: 12/5/2011
Vocabulary LOOK FORs ASK ABOUTs • Vocabulary is content driven • How are students aware of current • The visual representation of vocabulary is vocabulary? well organized, easy to use, and graphic • What vocabulary strategies do you usually • Uses research-based strategies and direct use? instruction to preview vocabulary at the • How is your current vocabulary organized beginning of lessons and units for learning? • Vocabulary is built through writing, reading, • How do students use vocabulary for reading discussion, etc. throughout the lesson and writing? Previewing, Activating, Teaching Words In Context Effective Word Wall and Providing Multiple Summarizing During the Lesson Activities Exposures 5-3-1 Draw a Picture or Word Swaps Possible Sentences Diagram Possible Sentences Word Graffiti Act It Out Visual Synectics / 4 Box Word Rating Vocabulary Chains Synonym Webs Hot Seats Plus Suffixes / Inner/Outer Circle I Have…Who Has… Word Associations Prefixes Consults Key Word Brainstorm and Sorts Concentration Meet the Expert Question Quiz Making it Strange Show Word Sagacity Concept Maps What Makes Vocabulary Instruction Effective? Students should NOT be given a list of words and be asked to look up definitions and to write sentences for each word. Research shows that this is a non-learning activity. Used to preview new words or terms before instruction, to teach words in their context during instruction, and to summarize what was learned at the end of instruction. Integrated into all content areas so that it becomes an intentional part of instruction. Interactive and social for stimulating connections between new learning and prior knowledge. Creating mental connections that bridge short-term and long-term memory. Should not rely on definitions but on descriptions and examples. Students must represent their knowledge of words in their own words and use graphic representations, pictures and pictographs. Involves the gradual shaping of word meaning through multiple reading, writing and speaking experiences. Teaching word parts (affixes/root words) enhances students’ understanding of terms. Different types of words require different types of instruction and strategies. Students should discuss the terms they are learning, as collaborative pairs, and use them in conversations and in their writing. Students should play with words—games!
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