E-Voc Strategies: Technology- Enriched Strategies for Engaging Middle School Students in Vocabulary...

E-Voc Strategies: Technology-E-Voc Strategies: Technology-Enriched Strategies for Enriched Strategies for

Engaging Middle School Engaging Middle School Students in Vocabulary LearningStudents in Vocabulary Learning

Bridget Dalton, University of Colorado-BoulderBridget Dalton, University of [email protected]@colorado.edu

Bronx Public Schools, July 23, 2012Bronx Public Schools, July 23, 2012

Goals and Take-awaysGoals and Take-aways Encourage you to integrate digital tools and Encourage you to integrate digital tools and

multimedia resources into vocabulary multimedia resources into vocabulary instruction instruction

Provide a theoretical and research baseProvide a theoretical and research base Highlight promising digital tools and Highlight promising digital tools and

strategies strategies Try out some eVoc strategies Try out some eVoc strategies Apply some strategies to the design of your Apply some strategies to the design of your

‘bundle’‘bundle’ Develop an eVoc learning community (let’s Develop an eVoc learning community (let’s

help one another!)help one another!)

Words are ImportantWords are Important

It’s how we communicate with one It’s how we communicate with one another – orally and in writinganother – orally and in writing

We learn with, through and about We learn with, through and about wordswords

Highly correlated with reading Highly correlated with reading comprehension comprehension

Academic language is key to Academic language is key to achievementachievement

And by the way, what is And by the way, what is academic language?academic language?

The language we use in classrooms, textbooks, texts, The language we use in classrooms, textbooks, texts, and tests; language of disciplinesand tests; language of disciplines

Academic vocabulary is NOT what students generally Academic vocabulary is NOT what students generally use in their oral languageuse in their oral language

Types Types •Words about thinking and communicating (I have a different Words about thinking and communicating (I have a different viewpointviewpoint; the ; the evidenceevidence supports my supports my thesis)thesis)•Words with multiple meanings Words with multiple meanings

vary by content area (eg., a vary by content area (eg., a literary element literary element is different from a is different from a science science elementelement).).

•Words specific to a discipline (rising and falling action in story Words specific to a discipline (rising and falling action in story plot; alliteration in poetry)plot; alliteration in poetry)

Types of academic languageTypes of academic language

• Words about thinking and communicating Words about thinking and communicating (I have a different (I have a different viewpointviewpoint; the ; the evidenceevidence supports my supports my thesis)thesis)

• Words with multiple meanings Words with multiple meanings vary by content area (eg., a vary by content area (eg., a literary literary

element element is different from a is different from a science science elementelement).).

• Words specific to a discipline (rising and Words specific to a discipline (rising and falling action in story plot; photosynthesis falling action in story plot; photosynthesis in science)in science)

Academic Language Involves Academic Language Involves Precise Word ChoicesPrecise Word Choices

Non-Academic Non-Academic WordsWords

LiveLive

Academic WordsAcademic Words

SurviveSurvive

Retrieved Oct. 16, 2007, http://www.smu.edu/teacher_education/esl/texasacademic92.ppt#384,

How is the use of How is the use of survivesurvive different from the use of different from the use of livelive? ?

In order to In order to livelive, he , he amputated his amputated his own arm. own arm.

In order to In order to survivesurvive (the (the hiking accident), he hiking accident), he amputated his arm.amputated his arm.

He is a He is a survivorsurvivor.. His His survivalsurvival is is

remarkable.remarkable.

While hiking alone in Utah, Aron Ralston was hit by a falling boulder which pinned his right arm and trapped him for five days.


What does it mean to know a word?What does it mean to know a word? I never saw it beforeI never saw it before I’ve heard it, but I don’t know what it I’ve heard it, but I don’t know what it

meansmeans I recognize it in this context as I recognize it in this context as

having something to do with…having something to do with… I know it well…I know it well…

(Dale, 1965)

Research on VocabularyResearch on Vocabulary

Numerous studies confirm the high Numerous studies confirm the high correlation between vocabulary and correlation between vocabulary and reading comprehension (cf. Pearson, reading comprehension (cf. Pearson, Hiebert & Kamil, 2007).Hiebert & Kamil, 2007).

Traditional vocabulary instruction Traditional vocabulary instruction does not match what research tells does not match what research tells us about effective teaching of us about effective teaching of vocabulary (Bromley, 2007; vocabulary (Bromley, 2007; Greenwood, 2004)Greenwood, 2004)


Academic language is a “second Academic language is a “second language” because all literate people language” because all literate people must learn it to enable them to must learn it to enable them to access academic content (Solomon & access academic content (Solomon & Rhodes, 1995; Zwiers, 2007)Rhodes, 1995; Zwiers, 2007)

Many cognates found in academic Many cognates found in academic language (Bravo & Arya, 2007; language (Bravo & Arya, 2007; Lubliner & Grisham, in press)Lubliner & Grisham, in press)


Cognates are words that look and/or sound Cognates are words that look and/or sound alike in two languages (example: alike in two languages (example: operation operación (Spanish)

Research suggests that Spanish-speaking Research suggests that Spanish-speaking students can be taught to recognize students can be taught to recognize cognates and use cognate information to cognates and use cognate information to comprehend English texts (Bravo, Hiebert, comprehend English texts (Bravo, Hiebert, & Pearson, 2005; Proctor, Dalton & & Pearson, 2005; Proctor, Dalton & Grisham, 2007; Lubliner & Grisham, in Grisham, 2007; Lubliner & Grisham, in press)press)

The vocabulary gap begins early…The vocabulary gap begins early…

Hart & Risley, 1995

Vocabulary Gap for Diverse Vocabulary Gap for Diverse Struggling ReadersStruggling Readers

Students who struggle as readersStudents who struggle as readers Students learning English as a Students learning English as a

second languagesecond language Students with special needs in Students with special needs in

language and/or literacylanguage and/or literacy

The Gap Widens Over TimeThe Gap Widens Over Time

The Matthew Effect (Stanovich, The Matthew Effect (Stanovich, 1986). The more you know, the 1986). The more you know, the more you grow…more you grow…

44thth grade slump due in part to grade slump due in part to increased vocabulary load of increased vocabulary load of textbooks and academic subject textbooks and academic subject matter (Chall, 1983)matter (Chall, 1983)

The Good News is…The Good News is…

Instruction makes a differenceInstruction makes a difference• Teach for active learning! Teach for active learning!

Words, word strategies, morphology, originsWords, word strategies, morphology, origins Active learning requires student expressionActive learning requires student expression

Multiple exposures in different contexts Multiple exposures in different contexts make a differencemake a difference• Read a LOT! Read a LOT!

widely, deeplywidely, deeply

Interest and affect make a differenceInterest and affect make a difference• Personalize learning; develop love of wordsPersonalize learning; develop love of words

Technology and Media is an Technology and Media is an Important Part of the SolutionImportant Part of the Solution

Direct and indirect research to support use Direct and indirect research to support use of multimedia and digital tools to develop of multimedia and digital tools to develop vocabularyvocabulary

• Multimedia improves vocabulary (Mayer and colleagues; Multimedia improves vocabulary (Mayer and colleagues; Dalton & Grisham, 2010)Dalton & Grisham, 2010)

• Teach words and strategies (Beck, McKeown & Kucan, Teach words and strategies (Beck, McKeown & Kucan, 2008; Berne & Blachowicz, 2008)2008; Berne & Blachowicz, 2008)

• Multiple exposures are key (Baumann & Kamennui, 2004)Multiple exposures are key (Baumann & Kamennui, 2004)• Support incidental word learning through increased volume Support incidental word learning through increased volume

of reading (Lemke, 2008, Mayer, 2001)of reading (Lemke, 2008, Mayer, 2001)• Develop an interest in words (Blachowitz & Obrocta, 2005; Develop an interest in words (Blachowitz & Obrocta, 2005;

Graves & Watts-Taffy, 2008 )Graves & Watts-Taffy, 2008 )

New Tools for New TimesNew Tools for New Times

Multimodal vocabulary learning is universally Multimodal vocabulary learning is universally designed to reach ALL learners (Rose & designed to reach ALL learners (Rose &

Meyer, 2002)Meyer, 2002) UDL principles:

“Multiple means of representation, to give learners various ways of acquiring information and knowledge,

Multiple means of expression, to provide learners alternatives for developing and demonstrating what they know,

Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation”

http://www.cast.org/research/udl/index.htmlhttp://www.cast.org/research/udl/index.html

Teaching and Learning Teaching and Learning VocabularyVocabulary

Explicit teaching of wordsExplicit teaching of words

Develop students as independent word Develop students as independent word learnerslearners

Choose one or more strategies to apply Choose one or more strategies to apply to your bundleto your bundle

Interactive word mapsInteractive word maps http://www.visualthesaurus.com http://www.visualthesaurus.com

WordSift goes beyond word WordSift goes beyond word maps to show the context and maps to show the context and

link to multimedia representationslink to multimedia representations

http://www.wordsift.com/

WordSift: Martin Luther King’s WordSift: Martin Luther King’s “I have a Dream”“I have a Dream”

http://www.wordsift.com/)

Freedom: Images, video, and Freedom: Images, video, and related wordsrelated words

Use either Visual Thesaurus or Word Sift to Use either Visual Thesaurus or Word Sift to explore the meaning of a word that is important explore the meaning of a word that is important to know in your bundle or from ‘Do Animals to know in your bundle or from ‘Do Animals Think’?Think’?

Cognition, Perception, Primate, Humane Cognition, Perception, Primate, Humane Your choiceYour choice

How is this word exploration process different How is this word exploration process different from looking up the word in a dictionary? How from looking up the word in a dictionary? How might it engage/support students?might it engage/support students?

Bundle Link: Try it outBundle Link: Try it out

Active vocabulary learning Active vocabulary learning through expressionthrough expression

Create word clouds to show Create word clouds to show words in relationshipwords in relationship

http://www.wordle.net

Explicitly connect reading and communicating Explicitly connect reading and communicating with words and word clouds: National with words and word clouds: National

Geographic’s Honeybee MysteryGeographic’s Honeybee Mysterytext

http://kids.nationalgeographic.com/Stories/AnimalsNature/Honey-bee-mystery

Play with words and frequencies to create a Play with words and frequencies to create a response to the text – this shows response to the text – this shows

comprehension and vocabulary knowledgecomprehension and vocabulary knowledge

Most important to me? Honeybees are dying.

“Dying” is going to get the most attention.

Which Wordle would you choose for a public service ad?

A National Geo article?

Why?

Bundle link: Create Author’s Bundle link: Create Author’s POV wordlePOV wordle

Students read text and create wordle Students read text and create wordle to express the author’s point of view or to express the author’s point of view or main messagemain message

Distill, be precise, use key vocabulary, Distill, be precise, use key vocabulary, to communicate a message (show you to communicate a message (show you understand POV)understand POV)

Reinforce message with design choices Reinforce message with design choices Present and share word choice and Present and share word choice and

design decisions (language design decisions (language elaboration)elaboration)

Universally designed Universally designed interactive vocabulary interactive vocabulary

learninglearning

5 Power Words 5 Power Words Hear-ItHear-It Connect-ItConnect-It Language AlertLanguage Alert Web-ItWeb-It Caption-ItCaption-It

(Dalton, Proctor, Uccelli, Mo, Neugebauer & Snow, 2011;; Proctor, (Dalton, Proctor, Uccelli, Mo, Neugebauer & Snow, 2011;; Proctor, Dalton, Uccelli, Mo & Snow, 2011). Funded by Institute of Education Dalton, Uccelli, Mo & Snow, 2011). Funded by Institute of Education Sciences, US DOE.Sciences, US DOE.

When I think of this word I think of how I feel when I am about to do something important

Back

Antonym

Calm

Back

After finding out there was no bacon he had an anxious reaction

Back

Ex1: the children in the picture are contributing their skills and working together to build a bird house (description)

Ex2: Kate: Look at the birds, They look like they need a place to nest!!!!!!!!! Bob:Maybe I will build them a bird house.....Oh look there is Joe!!!!!!!!! Joe:what are you doing????????????????? Kate: building a bird house....Do you wamt to help????????????????????Bob: we can all contribute!!!!!!!!!!!!! (dialogue)

Caption It: Using images to Caption It: Using images to stimulate vocabulary use in contextstimulate vocabulary use in context

Target word: contribute

Caption It! Caption It!

Target word: Relieved. Oh man, I'm nervous. What if they

gonna make me spell? What if I don't spell it right? Spell cat. Ahh, I can't spell cat. Ahh. OHH! Ohh, uhh, C-A-E. No C-A-T. That's my answer. Uhhh, Correct. Great! Super great! Yes! Yes! All right. (monologue)(monologue)

SOUND IT!

Read the sentence, listen to the sounds, and then make a match by dragging the speaker to the sentence.

Bonus: write a sentence to match the extra sound.

Animals can sound menacing when you are alone in the woods.

Menacing rain storms can threaten campers’ safety.

о

Your name

SOUND IT!

Read the sentence, listen to the sounds, and then make a match. Go to edit and drag the speaker to the sentence.

Bonus: write a sentence to match the extra sound.

Animals can sound menacing when you are alone in the woods.

My kitten is a scaredy cat, and not menacing at all!

Menacing rain storms can threaten campers’ safety.

The water fountain made a funny bubbling sound.

о

By Mary

Bundle Link: ICON appBundle Link: ICON app

Create multimodal word webs with Create multimodal word webs with graphic organizergraphic organizer

Caption graphics related to topic Caption graphics related to topic content or author point of viewcontent or author point of view

Create sound track to match use of Create sound track to match use of word in contextword in context

Use templates to scaffold Use templates to scaffold knowledge construction and knowledge construction and

collaborationcollaboration

PowerPoint templates for individual PowerPoint templates for individual and collaborative expressionand collaborative expression

Blogs and wikis promote social Blogs and wikis promote social construction, sharing, interest, construction, sharing, interest, motivation, expertisemotivation, expertise

Our Class GlossaryOur Class Glossary

A collection of words that are A collection of words that are important to knowimportant to know

By Class 2BBy Class 2B

Students work in pairs to create a mulitmodal word slide; combine into a hyperlinked class glossary

Word: DefinitionWord: Definition

Insert imageInsert image Personal Personal

association:association:

Importance:Importance:

Source:Source:

AuthorAuthor

Insert oral recording, sound, music to reinforce word meaning

Camouflage: to hide by disguiseCamouflage: to hide by disguise

Personal association:Personal association: I I love to snorkel. So many love to snorkel. So many fish are able to blend fish are able to blend into their surroundings into their surroundings so that you don’t see so that you don’t see them until they move. them until they move.

Importance:Importance: Camouflage Camouflage is an is an important survival important survival technique. Prey can hide technique. Prey can hide from their predators. It’s from their predators. It’s also a hunting technique.also a hunting technique.

Source:Source: I found this I found this word in a National word in a National Geographic article on Geographic article on coral reef fish.coral reef fish.

By BD.

Camouflage: Camouflage: To disguise so that To disguise so that you cannot be seen easilyyou cannot be seen easily

Personal association:Personal association: I I have Army fatigue pants have Army fatigue pants that are that are camouflage.camouflage.

Importance: Importance: Soldiers Soldiers need to be able to hide need to be able to hide their position from the their position from the enemy, so they wear enemy, so they wear camouflagecamouflage uniforms. uniforms.

Source: Blog on the Source: Blog on the Iraqi war.Iraqi war.

Author: Mike M.Author: Mike M.

Word: DefinitionWord: Definition

Insert imageInsert image Personal Personal

association:association:

Importance:Importance:

Source:Source:

AuthorAuthor

Insert oral recording, sound, music to reinforce word meaning

Our Multimedia Glossaryby MNPS Coaches

B. Dalton and B.Smith, October 2011

Words we care aboutWords we think are important to know

Words that are fun

Image is Douglas Florian’s endpaper for one of his poetry books

Four-Square Four-Square Vocabulary GridsVocabulary Grids


Directions: Draw a sample Four-Square Directions: Draw a sample Four-Square Vocabulary Grid to model the process for Vocabulary Grid to model the process for students. If you use the word students. If you use the word addition,addition, their their four-square might look like this. four-square might look like this.

WordWord

AdditionAdditionMakes me think Makes me think of….of….

Counting all my Counting all my friends.friends.

MeaningMeaning

Adding, Getting Adding, Getting a a sum, totaling sum, totaling somethingsomething

OppositeOpposite

SubtractionSubtraction


Multimedia 4 Square (include at least 2 Multimedia 4 Square (include at least 2 modes –writing, image, sound, video)modes –writing, image, sound, video)

Word: Makes me think of…

Meaning: Opposite (antonym):

Bundle link: Try multimodal Bundle link: Try multimodal glossary or four-squareglossary or four-square

Work with a partnerWork with a partner Use the template, but feel free to Use the template, but feel free to

adaptadapt Include at least two modesInclude at least two modes Save on your laptop Save on your laptop I will collect several examples to I will collect several examples to

share with the group in a hypertext share with the group in a hypertext class glossaryclass glossary

Capitalize on students’ desire to Capitalize on students’ desire to help others and build word help others and build word

interest (this is not connected to interest (this is not connected to specific content)specific content)

http://www.freerice.com/

Action it! With Vocab VidsAction it! With Vocab Vids

30-45 seconds 30-45 seconds Preparation is key!Preparation is key!

• Research the word using an online Research the word using an online thesaurus, visual thesaurus, etc.thesaurus, visual thesaurus, etc.

Synonyms and related words, antonyms, phrasesSynonyms and related words, antonyms, phrases Different word formsDifferent word forms

This activity is available online at This activity is available online at literacybeat.comliteracybeat.com

View examplesView examples

Vocab Vids, continuedVocab Vids, continued

Put the word in a contextPut the word in a context• Where might this word be heard?Where might this word be heard?• What kind of event or situation might call What kind of event or situation might call

for this word?for this word?• Who might be saying it?Who might be saying it?• Why/how is this word key to this context?Why/how is this word key to this context?

Plan your skit and try it out (15-40 Plan your skit and try it out (15-40 seconds)!seconds)!• What is the SHORT storyline?What is the SHORT storyline?

GO

Shoot the video and shareShoot the video and share Shoot the video, review, reshootShoot the video, review, reshoot

• Did you use related words?Did you use related words?• Did you communicate the word in an engaging, Did you communicate the word in an engaging,

interesting way?interesting way?• Did you include the word sign at the end?Did you include the word sign at the end?

Upload to computerUpload to computer Share with the classShare with the class

• Highlight how you designed your video and what Highlight how you designed your video and what you liked about ityou liked about it

• Ask for feedbackAsk for feedback Option – share on the school website or other Internet Option – share on the school website or other Internet

site (student and parent permissions needed)site (student and parent permissions needed)

Bundle link: Apply it to the Bundle link: Apply it to the author or one of the examplesauthor or one of the examples

Word: HumaneWord: Humane Who might use this word?Who might use this word?

• Dr. Temple Grandin, expert in animal Dr. Temple Grandin, expert in animal behavior and emotionbehavior and emotion

Where might she use it?Where might she use it?• Talking to a stockyard owner about how to Talking to a stockyard owner about how to

change the design of his chutechange the design of his chute How would she use an example or How would she use an example or

anecdote to express her point of view?anecdote to express her point of view?

A Focus on Wide A Focus on Wide ReadingReading

Learn words by reading Learn words by reading

(and listening, viewing, (and listening, viewing, interacting with text)interacting with text)

Increase Volume by Reading on Increase Volume by Reading on the Internetthe Internet

Expand text options to include reading on Expand text options to include reading on the Internet and reading digital texts the Internet and reading digital texts • Example 1: Encourage academic reading on Example 1: Encourage academic reading on

the webthe web ~90% of students use it for homework~90% of students use it for homework Extend learning and exploration Extend learning and exploration Digital current eventsDigital current events

• Example 2: Connecting print and digital Example 2: Connecting print and digital readingreading

The GiverThe Giver and Lois Lowry and Lois Lowry

Online Reading ResourcesOnline Reading Resources

Time for Kids (http://www.timeforkids.com/TFK/kids/news)

Weekly Reader (http://www.weeklyreader.com/featurezone/ )

National Geographic Kids’ News (http://news.nationalgeographic.com/kids/) and National Geographic Kids’ blogs http://kidsblogs.nationalgeographic.com/kidsnews/

Science News for Kids (http://www.sciencenewsforkids.org/

Bundle link: Create text sets, Bundle link: Create text sets, including mediaincluding media

Vary reading levelVary reading level Vary length (short is important!)Vary length (short is important!) Include graphic novel, illustrated Include graphic novel, illustrated

versions of key textsversions of key texts Include different mediaInclude different media

• Video, animation, songs, graphics, podcastsVideo, animation, songs, graphics, podcasts Include different genresInclude different genres

• Partner informational text with fiction, Partner informational text with fiction, poetry, lyrics, etc.poetry, lyrics, etc.

Increase Reading Volume by Increase Reading Volume by Listening with TTSListening with TTS

Allow students to use a text-to-speech tool to Allow students to use a text-to-speech tool to ensure all students have access to ensure all students have access to

• age-appropriate content age-appropriate content

• grade level curriculum grade level curriculum

• Decoding should not be the gatekeeper Decoding should not be the gatekeeper to contentto content!!

More able readers may use TTS to stay focused More able readers may use TTS to stay focused and/or access occasional unfamiliar wordsand/or access occasional unfamiliar words

TTS toolsTTS tools

Use a range of tools Use a range of tools • Free TTS tools (foxfire clickspeak)Free TTS tools (foxfire clickspeak)• Commercial TTS tools offer additional services Commercial TTS tools offer additional services

(Kurzweil, Aeques, ReadWriteGold, etc.)(Kurzweil, Aeques, ReadWriteGold, etc.)• Compare online TTS tools at Compare online TTS tools at

http://www.laits.utexas.edu/hebrew/personal/thttp://www.laits.utexas.edu/hebrew/personal/tts/table.htmlts/table.html

• TTSToolsOnline.docxTTSToolsOnline.docx

Increase Reading Volume by Increase Reading Volume by Listening to Audio BooksListening to Audio Books

Provide accessProvide access

• age-appropriate content age-appropriate content

• grade level curriculum grade level curriculum

Promote engagementPromote engagement

Listening ResourcesListening Resources ResourcesResources

• Digital books – Project Guttenberg, Google BookSearch, Digital books – Project Guttenberg, Google BookSearch, Bookshare, book clubsBookshare, book clubs

• Recording for the Blind and Dyslexic website on Learning Recording for the Blind and Dyslexic website on Learning to Listen (www.rfbd.org)to Listen (www.rfbd.org)

Denise Johnson’s ROL article on audio books: Denise Johnson’s ROL article on audio books: http://www.readingonline.org/electronic/elec_index.asp?http://www.readingonline.org/electronic/elec_index.asp?HREF=webwatch/audiobooks/index.htmlHREF=webwatch/audiobooks/index.html

Rose and Dalton, 2007 available at Rose and Dalton, 2007 available at Learningthroughlistening.orgLearningthroughlistening.org

Learning to Listen websiteLearning to Listen website

http://www.learningthroughlistening.org/

Bridge traditional Bridge traditional vocabulary resources with vocabulary resources with online reference materialsonline reference materials

Support wide reading Support wide reading

explicit instructionexplicit instruction

strategic word learningstrategic word learning

Just in Time Vocabulary Reference Just in Time Vocabulary Reference SupportSupport

Access online dictionaries, thesauruses, Access online dictionaries, thesauruses, encyclopedias (wikipedia) encyclopedias (wikipedia) http://thesaurus.referencecom/ http://thesaurus.referencecom/ • Tools vary by age level Tools vary by age level

Language translators (Babelfish)Language translators (Babelfish)• Not great, but good place to startNot great, but good place to start

Personalize!Personalize!• Kids explore and become strategic in use of Kids explore and become strategic in use of

toolstools

Summing up: Effective methods of Summing up: Effective methods of improving vocabularyimproving vocabulary

Read widely, read deeply Read widely, read deeply • Include digital, multimedia text to expand text optionsInclude digital, multimedia text to expand text options• Use listening tools to ensure struggling readers’ access Use listening tools to ensure struggling readers’ access

to age-appropriate text to age-appropriate text

Explicit instruction of word meanings Explicit instruction of word meanings • Take advantage of online resourcesTake advantage of online resources• Put multimedia tools in the hands of students for learning Put multimedia tools in the hands of students for learning

and expressionand expression

Teach word learning strategiesTeach word learning strategies• Focus on “learning how to learn” with digital vocabulary Focus on “learning how to learn” with digital vocabulary

toolstools• Promote just-in-time learningPromote just-in-time learning

Build interest in wordsBuild interest in words• Take advantage of social networking tools and mediaTake advantage of social networking tools and media

Bundle link: Open design timeBundle link: Open design time

Work on your bundle, focusing on Work on your bundle, focusing on vocabulary and academic languagevocabulary and academic language

Be prepared to share with another Be prepared to share with another team and get/offer feedbackteam and get/offer feedback

Whole group debriefWhole group debrief

If more than one team are working on If more than one team are working on the same bundle, let’s share resourcesthe same bundle, let’s share resources

E-Voc Strategies: Technology- Enriched Strategies for Engaging Middle School Students in Vocabulary...

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