Actively Engaging Middle School Students with Words

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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

  • 1. Actively Engaging Middle School Students with Words Chapter 6 Rose Atkinson Sylvia Bull Molly John Stephanie Ochoa
  • 2. Agenda
    • Overview
    • Role of vocabulary
    • How words are learned
    • Active engagement
    • Strategies
    • Jigsaw
    • Activity
    • Reflection
    • Appendix
  • 3. Overview
    • Resistant Readers vs. Struggling Readers
      • How are they different?
    • Disengagement
      • How theyre the same.
    • What can be done?
  • 4. Role of vocabulary
    • Builds self-esteem and confidence
    • Boost comprehension
    • Improves achievement
    • Enhancing thinking and communication
    • Promotes fluency
  • 5.
    • 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
  • 6. Active engagement
    • Students must work together
    • Peer teaching
    • Metacognitive strategies
    • Students working alone
  • 7. Strategies
    • Guess & Check
    • Vocabulary anchors
    • 3-D words
    • Greek & Latin roots
    • Video words
  • 8. Guess & Check Story from past Myth Story Legend Inherited item Statue Importance Legacy Legendary story Fake Not true Myth Check Guess Clues Unknown Word
  • 9. Vocabulary anchors WORD Similarities Related Word Characteristics
  • 10. 3-D words
    • Adolescent
    • one that is in the state of adolescence the state or process of growing up
    • Source:
  • 11. Greek & Latin roots Meta (new) metaphor metal metabolic
  • 12. Video words
    • Technology can motivate disengaged students
    • Students can find video word examples online or create video words themselves
  • 13. 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:
  • 14.
    • 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
  • 15. Reflection
    • Knowing a word = understanding meaning, pronunciation, and spelling
    • Active engagement promotes learning new vocabulary
    • Students can be taught judicious learning strategies
  • 16. Appendix
    • Additional activities
      • 1. I have who has
      • 2. Vocabulary Squares/The Frayer Model
      • 3. Comic strip vocabulary
  • 17.
    • 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 student
    • Vocabulary words on chart paper or the board
    • List 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 about
    • H 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 dont know the
    • word the opportunity to still learn the word without a
    • chance of embarrassment.
    Activity 1 I have who has
  • 18. Activity 2 Vocabulary squares Access Activity 2 here or here Activity 2 b Definition-Books 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 authors meaning is *from context clues write about the word Vocabulary word goes here
  • 19. Activity 3 Comic strip vocab.
    • The Comic Strip Vocabulary builder invites
    • students to learn new words/terms by composing
    • their own comic strips. This method intends to
    • create vivid mental images and visual word
    • association 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
    Access Activity 3 .