rhblttn + eaiiaio = contact information : [email protected] newberry high school 1313 main...
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Rhblttn + eaiiaio =
Contact Information:
[email protected] Newberry High School
1313 Main St.Newberry, SC 29108Phone: 803-321-2621
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Guess the MeaningWORD MY GUESS CONTEXT
MEANING
TEACHER’S MEANING
outcome
compound
numerator
certainty
event
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Word Detective StrategyWord: Page Number:
Book Sentence:
Prediction Check
My sentence
Examples/Pictures
Synonym(s) Antonym(s)
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Writing Definitions
characteristic
characteristic
characteristic
characteristic
_______Word
________Category
A ________ is a/an _________ that _________, (word) (category) (characteristic)
______________, _______________, and (characteristic) (characteristic)
______________. (characteristic)
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Vocabulary Web
Before::
Before::Before::Before::
Before::
After:
After:
After:After: After:
Word Map
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word
What are some examples?
What is it like?What is it?
LINGO PLAYING CARDLINGO PLAYING CARD
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Definition Characteristics
An adverse judgment or opinion Beliefs held by people.Formed beforehand or without Harmful to others.knowledge or examination of Stereotypesthe facts Discriminates.
Examples Non-Examples
Racism EqualitySexism DifferentiateAppearance and looks Open-mindedAge PeacefulPhysical and mental abilities EducatedEthnicity
PREJUDICE
Frayer Model
Word Knowledge is multifacetedKnow it well, can explain it, use it
Know something about it, can relate it to a situation
Have seen or heard of the word
Do not know the word
schemaprosodymorphemeschwaautomaticity
diphthongdyslexia
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Beck, McKeown, & Kucan, 2002
Set up 1st card with word and its meaning, put #1 on it. ◦ I have glacier◦ Who has a giant floating sheet of ice?
Set up second card w/definition first, then your next word.◦ I have “Who has a giant floating sheet of ice.”◦ Who has astronomical?
Continue this process until you have enough cards for each student in your class. ◦ After starting with 1st card, the rest will fall into place.◦ This may be adapted by giving students more than 1 card as
well. For support of ELs put pictures.◦ May be used in large or small groups.
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I have a giant floating sheet of ice.
Who has astronomical?
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I have glacier.
Who has a giant floating sheet of ice?
1
I have astronomical.
Who has enormous or very large in size?
I have enormous or very large in size?
Who has collage?
On last card put something non-related, yet academic, to signify that the game is over.
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I have figure of speech in which the truth is exaggerated.
Who can name the place value of the 3 in the number 113,796,422?
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Fill Word Splash w/content-related words. Have students write a paragraph using as
many of the words as possible. Share paragraphs. (Shows all the different
perspectives about the vocabulary. Teach the lesson. Now have students write another paragraph
using as many of the words as possible. (This makes for a great summary of your lesson and the vocabulary.)
serve as a permanent record of learning. provide ongoing support for language
learners. are developed from authentic language
experiences. enhance learning through practical use and
meaningful context.
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a) Teams of 3 studentsb) SW brainstorm and create riddles for a
group of terms/vocabulary wordsc) Write a meaningful and/or humorous
riddle on one side of an index card.d) Write vocabulary word on the back
(picture as necessary).e) TW collect the cards and select several to
practice the words and their meaning.
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1. Ripping Riddles
TEACHER STUDENT
Give clues listed below. Number paper 1-5.
#1 begins w/a t and rhymes w/walk. Write talk on their paper.
#2 begins w/an m and rhymes w/by. Write my on paper.
#3 begins w/fr and rhymes w/end. Write friend on paper.
#4 begins w/a w and rhymes w/bear. Write wear on paper.
#5 begins w/ an f and rhymes w/car. Write far on paper.
Say correct rhyming word. Check word; chant spelling.
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Turn out [most of] the lights. Say this poem: Flashlight, flashlight, oh so
bright, Shine on a word with your light. Shine flashlight on individual words for the
class to read and give definitions or use in a sentence.
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Write 10-15 words on large index cards or post it note cards. Place around the room.
SW write these words on separate smaller cards at their desks.
SW sort the words into different piles depending on some features certain words share. Student may sort all words that begin with a certain sound, blends, stems, suffixes, etc.
Now sort a different way. Tell partner how you came up with the sort.
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TW give each student a Lingo (Bingo) card, then display an abundance of vocabulary words if they aren’t already on word wall (maybe 50).
SW choose enough words to fill in each square of Lingo card (maybe 5 rows of 5 or 25 words).
TW randomly choose/call words (or definitions of words) from displayed list. Be sure to keep track of called words/definitions.
SW put marker over each word he/she has. 1st to cover 5 in a row (vertical, horizontal or
diagonal) wins. Remember to use pictures as necessary for ELs.
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Give each student 2 cards: 1 to write a vocabulary word; the other for its definition. (Use pictures as necessary for your ELs.)
Take up cards, shuffle. Hand back out one to each student. SW walk around classroom and find their
match, then read word and its meaning to the class.
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Write a vocabulary word on sticky notes – one per student. (May use pictures for ELs.)
Stick one to each student’s back. Tell students that they must figure out which
word is on their back.◦ SW circulate around the room◦ SW ask other students questions about their word.◦ Questions must require a yes or no answer.◦ Entire class wins when everybody has figured out
their words.
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Picture Definition
Vocabulary Word
Sentence using Synonyms the word
Frame of Reference
Vocabulary Word
Put chart up on wall in classroom. Include students’ names.
After teaching, add new vocabulary to the chart.
Each time a student uses one of the words correctly in context, he/she will place a tally mark on the chart.
This encourages use of the vocabulary word and competition.
Remember that acquiring new vocabularyrequires at least 15 repetitions of its use.
SW work w/partner. TW scramble letters of a vocabulary word
on interactive white board. SW place their letters in front of them in
same order. TW give the definition of the word or
create a story passage about the word. SW take turns unscrambling the words to
make the vocabulary word described by the teacher◦ May have students take turns coming up with
words/definitions and unscrambling.◦ May use pictures for lower level ELs.
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Teams of students get vocabulary words. SW write vocabulary word on one side of an
index card and 4 clues on the other side. Use dictionaries and thesauruses. ◦Clue #1 – Part of Speech◦Clue #2 – Write a cloze sentence about
word.◦Clue #3 – Give an antonym for the word.◦Clue #4 – Give a synonym for the word.
Teams exchange sets of clue cards and try to figure out words.
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Sources Cited
Innovative Learning Group, 1995. “Thinking Maps: Tools for Learning” www.ellis.com www.ALTAESL.com Brown, Catherine, 2007. Bureau of Education & Research. “Powerful Strategies for
Strengthening the Literacy and Academic Performance of Your English Language Learners. www.ber.org.
http://www.translation2.paralink.com Ogle, Donna; Klemp, Ron; and McBride, Bill; 2007. Building Literacy in Social Studies.
Association for Supervision and Curriculum Development. www.ascd.org Hoyt, Linda. Make It Real: Strategies for Success with Information Texts, 2002. Heineman,
Portsmouth, NH. Riedl, Cindy. Vocabulary Instruction: “A Learning Focused Model,” 2004. Learning Focused
Solutions, Inc., Boone, NC. www.Learning Focused.com. Allen, Janet, 1999. Words, Words, Words: Teaching Vocabulary in Grades 4-12. Stenhouse
Publishers, Portland, ME. Marzano, Robert J. & Pickering, Debra J., 2005. Building Academic Vocabulary. ASCD,
Alexandria, VA. Fry, Edward B., Ph.D., 2000. Skimming and Scanning. Jamestown Publishers, Lincolnwood, IL. A Word a Day, Intermediate, 2002. EMC 2718. Evan Moor Corp., Monterey, CA. Daily Academic Vocabulary: Unlock the Language of Learning, 2007. EMC 2762. Evan-Moor
Corp., Monterey, CA. Beck, McKeown, & Kucan, 2002
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