Vocabulary PREVIEW
description
Transcript of Vocabulary PREVIEW
![Page 1: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/1.jpg)
VOCABULARY PREVIEW Reading to Learn in all content areas
![Page 2: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/2.jpg)
What is the relationship?
Learning vocabulary and reading comprehension go hand-in-hand.
1. Increased word knowledge
2. Rich vocabulary
![Page 3: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/3.jpg)
More of this…
![Page 4: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/4.jpg)
… and less of this
![Page 5: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/5.jpg)
Four Factors
1. Students in your classroom
2. Nature of the words you are teaching
3. Instructional purposes of the words
4. Strategy fits the words
![Page 6: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/6.jpg)
Vocabulary Self-Selection1. Form two groups2. One group reads “Koreans produce world’s first cloned dog” and the
other reads “Scientists successfully clone cat”3. Independently highlight vocabulary words that are the most
important4. Create a two-column chart with the headings “Words Selected” and
“Reasons for Selecting the Words.” List the words highlighted and provide a reason for selecting it
5. Meet with 2-3 others who read the same article and choose 4-5 words that are most important to understanding the article. On a two-column chart, list the words and why everyone should know those word
6. Meet with everyone who read your article and create another two-column chart that includes 5-8 words that your group agrees on and why everyone should know those word
![Page 7: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/7.jpg)
General Procedure1. Find two articles/chapters discussing a similar topic2. Divide the class in half so that everyone is reading one of the two articles3. Instruct students to highlight words they find important as they read4. Have students complete a 2-column chart with headings “Words Selected”
and “Reasons for Selecting the Words”5. Assign students to a small group (3-4) with others who read the same article6. Have students agree on 4-5 words and complete a 2-column chart with the
headings “Words Selected” and “Why everyone should know the words”7. Bring all groups that read the same article together to choose a final 5-8
words that will be taught to the class. Put these on a third 2-column chart8. Split each group into two smaller groups. One will create a PowerPoint
presentation to teach the other half the words and the other group will create a review game for students to study for the test
9. Each group presents the PowerPoint and the review game
![Page 8: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/8.jpg)
Variations• Choose more than two related articles to incorporate smaller
groups
• Have them create an alternate final product or simply hold a class discussion in place of the PowerPoint and review game
• Have students use their own paper to create the two-column charts instead of providing a worksheet
• Change the number of vocabulary words they are to find
• Change the number of times they meet in new groups
![Page 9: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/9.jpg)
What Can Go Wrong?
Students choose words that aren’t helpful• Walk around the room and help the students who are struggling
• Inform students they will be submitting their 2-column lists
![Page 10: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/10.jpg)
What Can Go Wrong?Students miss words you deem as important• Walk around the room and
lead students to words you want discussed/presented
• At the end of presentations, hold a class discussion where you give them the missed words and ask them how they relate to the articles read
![Page 11: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/11.jpg)
Assessment
Give students participation points/credit
![Page 12: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/12.jpg)
Assessment
Have students create possible test questions
![Page 13: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/13.jpg)
Assessment• Use as a formative assessment• What do they know?• Where are the gaps in
their understanding?• What do I need to
reteach?
![Page 14: Vocabulary PREVIEW](https://reader035.fdocuments.us/reader035/viewer/2022062520/56815ebe550346895dcd4157/html5/thumbnails/14.jpg)
Your turnUsing your textbook, choose a unit from term one that you can use this strategy with. List the chapter/concept you would use this with and the possible chapters/articles that will facilitate this strategy.
Share with neighbors/group.