Actively Engaging Middle School Students with Words

19
5373 EDRG Fall 2009 Actively Engaging Middle School Students with Words Chapter 6 Rose Atkinson Sylvia Bull Molly John Stephanie Ochoa

description

Best Practices in Adolescent Literacy Instruction Ch 6 review - Actively Engaging Middle School Students with Words

Transcript of Actively Engaging Middle School Students with Words

Page 1: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Actively Engaging Middle School Students with Words

Chapter 6

Rose Atkinson

Sylvia Bull

Molly John

Stephanie Ochoa

Page 2: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Agenda Overview Role of vocabulary How words are learned Active engagement Strategies Jigsaw Activity Reflection Appendix

Page 3: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Overview Resistant Readers vs. Struggling Readers

How are they different? Disengagement

How they’re the same. What can be done?

Page 4: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Role of vocabulary Builds self-esteem and confidence Boost comprehension Improves achievement Enhancing thinking and communication Promotes fluency

Page 5: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

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

Page 6: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Active engagement Students must work together Peer teaching Metacognitive strategies Students working alone

Page 7: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Strategies Guess & Check Vocabulary anchors 3-D words Greek & Latin roots Video words

Page 8: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Guess & CheckUnknown Word Clues Guess Check

Myth Not true Fake Legendary story

Legacy Importance Statue Inherited item

Legend Story Myth Story from past

Page 9: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Vocabulary anchors

WORD

Similarities

Related Word

Characteristics

Page 10: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

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

Page 11: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Greek & Latin roots

Meta(new)

metaphor

met

al

metabolic

Page 12: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Video words

Technology can motivate “disengaged” students

Students can find video word examples online or create video words themselves

Page 13: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

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

Page 14: Actively Engaging Middle School Students with Words

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

Page 15: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Reflection Knowing a word = understanding

meaning, pronunciation, and spelling Active engagement promotes learning

new vocabulary Students can be taught “judicious”

learning strategies

Page 16: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Appendix Additional activities

1. I have who has 2. Vocabulary Squares/The Frayer Model 3. Comic strip vocabulary

Page 17: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

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

Page 18: Actively Engaging Middle School Students with Words

5373 EDRG Fall 2009

Activity 2 – Vocabulary squares

Adobe Acrobat Document

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

Page 19: Actively Engaging Middle School Students with Words

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.