Transcript Let`s Talk About Vocabulary Strategies presentation

Let’s Talk About Vocabulary
Strategies
PROFESSIONAL DEVELOPMENT
NOVEMBER 13, 2012
COX MILL HIGH SCHOOL
PRESENTED BY
AMY, BAILEY, GINA, AND LORI
Guidelines for Selecting Vocabulary
Do…
Less is more -- depth is more.
Teach fewer vocabulary terms, but teach them in a manner that
results in deep understandings of each term.
Teach terms that are central to the unit or theme of study.
These are terms that are so important that if the student does not
understand them, s/he likely will have difficulty understanding the
remainder of the unit.
Teach terms that address key concepts or ideas.
While a text chapter may contain 15-20 vocabulary terms, there
may be only 4 or 5 that address critical concepts in the chapter - sometimes only 1 or 2!).
Teach terms that will be used repeatedly throughout the semester.
These are foundational concepts upon which a great deal of
information will be built on over a long-term basis.
Guidelines for Selecting Vocabulary
Avoid…
Teaching or assigning words from textbooks just because they
are highlighted in some way (italicized, bold face print, etc.).
Teaching or assigning words just because they appear in a list at
the end of a text chapter.
Teaching or assigning words that will have little utility once the
student has passed the test.
Assigning words the teacher cannot define.
Assigning large quantities of words or words that students will
rarely encounter again.
Dump and Clump
Purpose: This strategy is used to provide a deeper
understanding of vocabulary/content information by
using critical thinking skills to categorize words.
Description: Students begin by organizing their words
and placing them into the appropriate categories. The
conversation that goes on each group will help in
understanding and retention of the words.
Dump and Clump
The teacher may provide the categories or the
students can create their own categories
depending on the content and level of the
students.
The teacher may also choose to have each
group write a summary sentence using words
from the categories.
Dump and Clump
Procedure:
1.
Group students into small groups of 2-3.
2.
“Dump” – Have students develop a list of words,
items, or new information related to the topic of
study.
3.
“Clump” – Using the “dump” word list, students
should categorize (clump) and label words from the
list.
Dump and Clump
4.
Have students write a descriptive summary
sentence for each category of words.
5.
Upon completion, these should be posted around
the room or shared in small groups.
Rogers, S., Ludington, J., & Graham, S. (1999). Motivation and learning. Evergreen, CO: Peak
Learning Systems.
Dump and Clump
Directions:
Brainstorm words related to the anatomy of the
Brain, Heart, Skin, Tooth, Ear, and Eye.
Place these words in the “Dump”ster.
Then, pull your words out of the dumpster and
clump them into categories.
Finally, assign your category labels and write a
summary sentence (on the back) describing each
category.
Dump and Clump
The Dumpster
Dump and Clump
cerebrum
aorta
pupil
cochlea
dentin
retina
root
artery
enamel
subcutis
frontal lobe
cerebellum
Brain Anatomy
cerebrum
cerebellum
frontal lobe
Tooth Anatomy
root
enamel
dentin
epidermis
ventricle
dermis
anvil
hammer
optic nerve
Heart Anatomy
aorta
artery
ventricle
Ear Anatomy
anvil
hammer
cochlea
Skin Anatomy
dermis
epidermis
subcutis
Eye Anatomy
retina
pupil
optic nerve
Are you ready to move?
Kick Me!
There is ABSOLUTELY NO KICKING!
 The teacher will place a sticker on your back.
 When the timer starts, get out of your seat and
take your chart with you.
 Your job is to find the missing words to the
analogies on your sheet.
 When the timer buzzes, return to your seat. If
you finish before, return to your seat and sit on
your desk.
Kick Me! Can be used for anything!
 Preteaching tool when students don’t really know the
answers.
 As a review activity so that they already know the
answers but have to find the exact words.
 For figurative language where the kids have the
definition of hyperbole or simile, metaphor and they
have to find the examples.
 It also works for definitions. Give them the definition and
they must find the words. You could also have them
match vocabulary words with antonyms, synonyms,
pictures, or definitions.
Kick Me!
Why Use It?
 It allows students to get up and move. The
more they move, the more they are engaged.
Brain research supports having the blood
moving to the brain will help with retention and
focus.
 They can talk and interact with each other.
 It’s FUN!
https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive
Word Splash
Word Splash- a collection of key words or concepts
chosen from a passage that students are about to read.
Word Splash helps to:
-activate prior knowledge
-set a clear purpose for reading
-decipher vocabulary
-provide motivation for reading
-allow for a variety of modes of learning
Word Splash
Teacher prep:
-From a passage that students will be reading, select key terms or concepts.
-Put the topic or main idea in the center of a page, and surround with the
selected key terms.
Before reading:
- Students will predict how the terms relate to the main idea of the reading.
They will create sentences predicting the relationship between the main
idea and key words.
During reading:
-Students will check the accuracy of their sentences.
After reading:
-Students will revise predictions based on the text.
Word Splash
Possible variations●
●
●
Have students work in small groups and each group would share
their ideas with the whole class. Students look for common
elements and list them. Then they would read the text, and
discuss the similarities and differences as well as the reasons for
the differences.
Have students skim a text, selecting 7-10 words or phrases. They
would then prepare a word splash for another group to use
before reading the text.
Choose words that may seem contradictory to the others.
Reading Passage – Civil War
For four years between 1861 and 1865 the United States engaged in a
civil war. Divisions between the free North and the slaveholding South
erupted into a full-scale conflict after the election of Abraham Lincoln
as president in 1860. Eleven southern states seceded from the Union,
collectively turning their back on the idea of a single American nation.
Lincoln, who had been in office for only six weeks, declared these acts
of secession illegal, and asked Congress for 500,000 soldiers to crush
what threatened to be an aggressive rebellion. In April 1861, the first
shots were fired and what followed became a national tragedy of
unimaginable proportions. More than 600,000 soldiers were killed and
millions more wounded; large sections of the South were ravaged by
violent battles; and the Union nearly collapsed under determined
Confederate forces.
http://www.shmoop.com/civil-war/summary.html
Wordle
3 x 3 Vocabulary
 Purpose: To promote the development of
complete sentences as well as the identification
of relationships between concepts.
 Description: In this activity, students will take
related words, ideas, and concepts and
combine them together in sentences. The
sentences should illustrate the relationship
among the words, ideas, and concepts. This
can be used as a form of alternative assessment
as well as a cognitive teaching strategy.
3 x 3 Vocabulary
Procedures:
1. Pass out a 3x3 Vocabulary sheet to each student.
2. The sheet can be filled out in one of two ways:
- assign specific words to their blocks,
- or allow students to choose from a word list, placing
words in the blocks they choose.
3. Once the sheet is filled out, students should write six
sentences which illustrate the relationships between the
words in column 1 down, 2 down, 3 down, and rows 1
across, 2 across, and 3 across.
3 x 3 Vocabulary
Example:
Filter
Database
Field
Data
Sort
Row
Report
Descending
Ascending
Column 1 Down: After filtering my data for all countries located in the Nordan region, I ran a report of their
major imports and exports.
Column 2 Down: I sorted my database in descending order so that I could look at my records in
alphabetical order.
Column 3 Down: While my database contains both fields and rows, the only way I can sort in ascending
order is by field.
Column 1 Across: Using the filter tool in my database application, I can isolate data in particular fields.
Column 2 Across: When I sort my data, I do so by fields, not by rows.
Column 3 Across: When running a data report, I can choose to have my data in either descending or
ascending order.
3 x 3 Vocabulary
 Variation: Spence Rogers uses a variation of the
3x3 Vocabulary activity. In his activity, Mix and
Match, related word, ideas, and concepts are
written on individual index cards. All cards are
put into a basket. In round robin fashion, cards are
drawn two at a time. The student then must
generate a sentence using those two words which
describes their relationship to each other.
Vocabulary Sorts
 Purpose: Vocabulary sorts are used to match
vocabulary words with a definition and a picture
representation or example.
Procedures:
1. The students are given a baggie of cutouts that
have vocabulary words, definitions, and
picture/examples cards in them.
2. Students must put the cards into the appropriate
column and match them correctly.
3. The cards can either be placed back in the baggies
for reuse, or the students could glue the cards onto
a chart to keep as a study resource.
Vocabulary Sort
Procedures:
1. The students are given a baggie of cutouts that
have vocabulary words, definitions, and
picture/examples cards in them.
2. Students must put the cards into the appropriate
column and match them correctly.
3. The cards can either be placed back in the
baggies for reuse, or the students could glue the
cards onto a chart to keep as a study resource.
Vocabulary Sort
Variation: Another idea is to pass out one card
to each student. Then have the students find
their partners to form the correct groups of
three (term, definition , example).
Thank you!
Thank you for coming tonight. Please check out the
Livebinder for more resources.
* Link on the handout.