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


<ul><li> 1. Actively Engaging Middle School Students with Words Chapter 6 Rose Atkinson Sylvia Bull Molly John Stephanie Ochoa </li> <li> 2. Agenda <ul><li>Overview </li></ul><ul><li>Role of vocabulary </li></ul><ul><li>How words are learned </li></ul><ul><li>Active engagement </li></ul><ul><li>Strategies </li></ul><ul><li>Jigsaw </li></ul><ul><li>Activity </li></ul><ul><li>Reflection </li></ul><ul><li>Appendix </li></ul></li> <li> 3. Overview <ul><li>Resistant Readers vs. Struggling Readers </li></ul><ul><li><ul><li>How are they different? </li></ul></li></ul><ul><li>Disengagement </li></ul><ul><li><ul><li>How theyre the same. </li></ul></li></ul><ul><li>What can be done? </li></ul></li> <li> 4. Role of vocabulary <ul><li>Builds self-esteem and confidence </li></ul><ul><li>Boost comprehension </li></ul><ul><li>Improves achievement </li></ul><ul><li>Enhancing thinking and communication </li></ul><ul><li>Promotes fluency </li></ul></li> <li> 5. <ul><li>Many factors affect learning new words </li></ul><ul><li>Words are learned via: </li></ul><ul><li><ul><li>Vicarious experiments </li></ul></li></ul><ul><li><ul><li>Direct experiences </li></ul></li></ul><ul><li><ul><li>Direct instruction </li></ul></li></ul><ul><li><ul><li>Linguistic and non-linguistic ways </li></ul></li></ul>How words are learned </li> <li> 6. Active engagement <ul><li>Students must work together </li></ul><ul><li>Peer teaching </li></ul><ul><li>Metacognitive strategies </li></ul><ul><li>Students working alone </li></ul></li> <li> 7. Strategies <ul><li>Guess &amp; Check </li></ul><ul><li>Vocabulary anchors </li></ul><ul><li>3-D words </li></ul><ul><li>Greek &amp; Latin roots </li></ul><ul><li>Video words </li></ul></li> <li> 8. Guess &amp; Check Story from past Myth Story Legend Inherited item Statue Importance Legacy Legendary story Fake Not true Myth Check Guess Clues Unknown Word </li> <li> 9. Vocabulary anchors WORD Similarities Related Word Characteristics </li> <li> 10. 3-D words <ul><li>Adolescent </li></ul><ul><li>one that is in the state of adolescence the state or process of growing up </li></ul><ul><li>Source: </li></ul>Self-portrait </li> <li> 11. Greek &amp; Latin roots Meta (new) metaphor metal metabolic </li> <li> 12. Video words <ul><li>Technology can motivate disengaged students </li></ul><ul><li>Students can find video word examples online or create video words themselves </li></ul></li> <li> 13. Jigsaw <ul><li>Jigsaw is a cooperative learning </li></ul><ul><li>strategy that enables each student </li></ul><ul><li>of a home group to specialize in one </li></ul><ul><li>aspect of a learning unit. Students </li></ul><ul><li>meet with members from other </li></ul><ul><li>groups who are assigned the </li></ul><ul><li>same aspect, and after mastering </li></ul><ul><li>the material, return to the home </li></ul><ul><li>group and teach the material to their group members. </li></ul><ul><li>Jigsaw 10 easy steps: </li></ul><ul><li> </li></ul></li> <li> 14. <ul><li>We will present four different activities </li></ul><ul><li>After each of you is given a number between 1- 4 please break up into your number group </li></ul><ul><li>When the activities are complete please return to your home group and discuss what you learned, liked and disliked about your activity </li></ul>Activity </li> <li> 15. Reflection <ul><li>Knowing a word = understanding meaning, pronunciation, and spelling </li></ul><ul><li>Active engagement promotes learning new vocabulary </li></ul><ul><li>Students can be taught judicious learning strategies </li></ul></li> <li> 16. Appendix <ul><li>Additional activities </li></ul><ul><li><ul><li>1. I have who has </li></ul></li></ul><ul><li><ul><li>2. Vocabulary Squares/The Frayer Model </li></ul></li></ul><ul><li><ul><li>3. Comic strip vocabulary </li></ul></li></ul></li> <li> 17. <ul><li>Strategy Outline: QHT Chart </li></ul><ul><li>This strategy can be used to review vocabulary students have learned previously, either in class or previous grade levels. </li></ul><ul><li>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. </li></ul><ul><li>What: the following materials are needed: </li></ul><ul><li>QHT Chart for each student </li></ul><ul><li>Vocabulary words on chart paper or the board </li></ul><ul><li>List of vocabulary words for students to take notes on (optional) </li></ul><ul><li>Access the entire activity here: </li></ul><ul><li>Activity 1 </li></ul><ul><li>How: Present each student with a QHT Chart. </li></ul><ul><li>Read all the words displayed for the students. </li></ul><ul><li>Instruct students to place each word in one of the columns. </li></ul><ul><li>Q Words I have questions about </li></ul><ul><li>H Words I have heard of </li></ul><ul><li>T Words I can teach about </li></ul><ul><li>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. </li></ul><ul><li>If someone has a question about a word, ask if anyone can teach their classmate about that word. </li></ul><ul><li>Repeat steps 4 and 5 until you have gone through the list of words. </li></ul><ul><li>Variation: You can also go through the list and ask for </li></ul><ul><li>students who have listed the word in the Teach column </li></ul><ul><li>to teach the class about the word. This would allow </li></ul><ul><li>those students too afraid to admit they dont know the </li></ul><ul><li>word the opportunity to still learn the word without a </li></ul><ul><li>chance of embarrassment. </li></ul>Activity 1 I have who has </li> <li> 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 </li> <li> 19. Activity 3 Comic strip vocab. <ul><li>The Comic Strip Vocabulary builder invites </li></ul><ul><li>students to learn new words/terms by composing </li></ul><ul><li>their own comic strips. This method intends to </li></ul><ul><li>create vivid mental images and visual word </li></ul><ul><li>association for the reader. </li></ul><ul><li>Materials </li></ul><ul><li> White paper / Letter or legal size recommended </li></ul><ul><li> Writing instrument /Colors, markers or color pencils recommended </li></ul><ul><li> Dictionary /If you do not provide the definition to the new vocabulary term </li></ul><ul><li> 20-30 minutes for activity </li></ul><ul><li>Getting started </li></ul><ul><li> Students can work alone or in groups </li></ul><ul><li> Introduce the students to a single or list of terms to incorporate in the comic strip </li></ul><ul><li> Students should consider: </li></ul><ul><li> Scene &amp; Actions that occur </li></ul><ul><li> Characters Present </li></ul><ul><li> Landscape &amp; Props </li></ul><ul><li> Caption </li></ul><ul><li> Allow students ample time to create a comic that illustrates a vocabulary term </li></ul><ul><li> Share work with class </li></ul><ul><li> This process can be changed as necessary </li></ul>Access Activity 3 . </li> </ul>


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