UNDERSTANDING SYMBOLS AND TERMS

Prompt: On the back of the color coded note-card containing a word, write your initial impressions about the word’s meaning as well your initial thoughts about the text we will read (The cards will list: (Radioactivity, Atom, Nucleus, Isotope, Unstable vs. stable, Scientific model, Pure substance, Element, Proton, Neutron, Electron, Atomic mass, Atomic number, Alpha particle,) 

Product: Text Impressions written on note-cards

Scoring Guide: Scoring Guide: work meets expectations if students have original and revised predictions based on activity.

Instructional Strategies: This activity builds background knowledge, activates prior knowledge and increases comprehension by focusing on key vocabulary to be encountered in Curie’s speech. 

1)Give student teams color coded note cards with a words on them. Tell them to think about the words and their prior knowledge/experience with the vocabulary. Have them record their thoughts on the back of the note card.

2) Tell them to exchange their ideas with a different team. Ask them to record thoughts regarding what they discussed with each other and then share out with the rest of the class to come up with a group explanation of each word.

Word Sort

A Word Sort is a simple small group activity. Students list key words from a reading selection. (Alternatively, the teacher may provide a list of terms prior to the reading activity.) Students identify the meaning and properties of each word and then "sort" the list into collections of words with similar features. This "sorting" process links students' prior knowledge to the basic vocabulary of a reading selection. Vacca and Vacca (1996) describe two forms of Word Sorts:

Closed Word Sort–The teacher provides the categories (and the specific features of each) to the students. The students then match the words with the features to create the word collections.

Open Word Sort–The teacher provides only the list of words. Students work together to discern the common features and to describe the categories for collecting the word groups.

Steps to a Word Sort: 1. List between 10 and 20 key vocabulary words from a reading

selection on the chalkboard or on index cards. 2. Divide the class into small groups of 4 or 5 students.

(Distribute the index cards if this method is used.) 3. For a Closed Word Sort, provide students with the categories

into which they will sort the vocabulary words. For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.

4. Allow 10 to 15 minutes for the student teams to assign the words to the appropriate categories.

Conduct a class discussion with each group presenting their word list for one of the categories. Require the students to defend their sorting of terms by asking about the common features of the categories and how each specific word meets these criteria.SVES

The Stephens Vocabulary Elaboration Strategy (SVES) requires students to maintain a vocabulary notebook. Whenever a new (or unclear) word confronts a student, the student writes and defines the term in the vocabulary notebook. Students should regularly review these words with the ultimate goal of integrating them into their working vocabularies. This strategy stresses dictionary skills. Students use a dictionary to define new words and their parts of speech. The dictionary also points out the multiple meanings of many words. Students use critical thinking skills to analyze the specific content of a reading selection to determine the most appropriate definition of a word. Steps to Stephens Vocabulary Elaboration Strategy (SVES):

1. Require students to obtain a spiral notebook to record new vocabulary words.

2. Ask students to write any new or unclear word in the notebook. Also, ask them to write the context in which the word was used.

3. Require students to write dictionary definitions (including the parts of speech) by any new word in their notebooks. For words with multiple definitions, students should select the most appropriate meaning for the context.

4. Encourage students to also define the terms in their own language and compare their thoughts with the dictionary definitions. Personal definitions should be revised to more precisely reflect the meaning conveyed in the dictionary, without sacrificing the individual's vocabulary.

Ask students to regularly review their growing vocabulary list. Encourage students to use these new words in their written and oral presentations.

Concept Definition Mapping

A Concept Definition Map prompts students to take a key term, concept, or reading selection and . . .

Uncover its component ideas, Show their structure and interrelatedness, and Chart these findings on a graphical organizer.

A Concept Definition Map trains students to place information in logical categories, to identify defining properties and characteristics, and to offer examples (and non-examples) of ideas. This strategy is especially useful for analyzing brief, but content-rich, reading selections. Steps to Concept Definition Mapping:

1. Distribute a copy of the Concept Definition Map (see below) to each student.

2. Identify several main concepts in a reading selection. Have students select one of these concepts and write it in the center section of the map form.

3. Ask the students to fill out the chart while reading the selection. Students should focus on three areas: the properties of the concept, examples of the concept, and comparisons/related ideas to the concept.

4. Next, have students suggest a category for the concept. This category will probably arise from the general context of the selection or the student's prior knowledge.

5. Finally, ask students to complete the form by providing a succinct, but full, definition of the concept as expressed within the context of the reading selection.

Contextual Redefinition

Contextual Redefinition offers students specific steps for deducing the meaning of unknown (or unclear) words in a reading passage by seeking clues from their context in a larger text selection. This strategy encourages students . . .

To focus on what is clear and obvious in a reading selection, To state, as much as is possible, the author's general

intent/meaning in a passage, and To use these observations to help interpret unclear terms and

ideas within the known context. Additionally, Contextual Redefinition calls for close attention to word order, syntax, parallel ideas, and examples as keys for predicting word meaning. Steps to Contextual Redefinition:

1. Select several key words from a reading selection (especially words that have multiple meanings or might otherwise be unclear to readers). Write these words on the chalkboard.

2. Have students suggest definitions for these terms before reading the selection. Most likely, students will provide a range of definitions since the words are considered in isolation from any specific context. Some of the proposed definitions will be inexact, hinting at, but not fully defining, the term.

3. Record all definitions suggested on the chalkboard. 4. Have the students read the text selection, noting the specific

sentences in which each of the words appears. 5. Ask students to revisit their previous definitions and see

which, if any, reflect the use of these words in the context of the selection. Use dictionaries if student definitions lack enough clarity to match the contextal meaning of the words.

Reiterate that words have multiple meanings and uses and that the context of a word in a text selection determines its meaning.

Dictionary Game

The Dictionary Game is a team activity that both builds student vocabulary and strengthens dictionary skills. In this game, student teams first compete with each other to find a word definition in the dictionary. The fastest team reads the definition, explains the word's part of speech, and uses the word correctly in a sentence. The other teams are allowed to challenge this response. Correct answers or challenges receive points.

The "hidden" value of this game is its ability to demonstrate the difference between a word's primary definition and its specific usage in the context of a subject area or reading. Students quickly learn that the primary definition of a word is not always its meaning in a specific context.

Steps to the Dictionary Game:

1. Divide a class into teams of 4 or 5 members. Provide each student with a dictionary. Note: All students should receive the same edition of the same dictionary to ensure fair competition.

2. Review the rules of the game. Students must act individually. They cannot assist team members touch anyone else's dictionary. When all members of the team have found the word, they stand.

3. To start the game, read a sentence from a recently completed reading assignment and point out a specific word in the sentence for students to define. Student teams "race" to find the word in the dictionary.

4. A team member from the group first finding the word reads all of its definitions and identifies its part of speech and number of syllables.

5. The group then confers about which definition is most appropriate in the context of the sentence. The team reports their conclusion to the class.

Other groups may challenge any or all parts of the first team's definition and description of the word. Teams receive points for correct definitions or successful challenges.

Frayer Model

The Frayer Model is a graphical organizer used for word analysis and vocabulary building. This four-square model prompts students to think about and describe the meaning of a word or concept by . . .

Defining the term, Describing its essential characteristics, Providing examples of the idea, and Offering non-examples of the idea.

This strategy stresses understanding words within the larger context of a reading selection by requiring students, first, to analyze the items (definition and characteristics) and, second, to synthesize/apply this information by thinking of examples and non-examples. Steps to the Frayer Model:

1. Explain the Frayer model graphical organizer to the class. Use a common word to demonstrate the various components of the form. Model the type and quality of desired answers when giving this example.

2. Select a list of key concepts from a reading selection. Write this list on the chalkboard and review it with the class before students read the selection.

3. Divide the class into student pairs. Assign each pair one of the key concepts and have them read the selection carefully to define this concept. Have these groups complete the four-square organizer for this concept.

4. Ask the student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.

Think Literacy: Grade 7 -12 Subject-Specific Documents

http://www.edu.gov.on.ca/eng/teachers/studentsuccess/specific.html

Possible Sentences

Possible Sentences is a pre-reading strategy that focuses on vocabulary building and student prediction prior to reading. In this strategy, teachers write the key words and phrases of a selected text on the chalkboard. Students are asked to . . .

Define all of the terms. Group the terms in related pairs. Write sentences using these word pairs.

These "possible sentences" introduce the important skill of pre-reading prediction. Students then "check" their predictions by a close, careful reading of the text selection.

Steps to Possible Sentences:

1. Prior to the reading assignment, list all significant vocabulary words in a reading selection on the chalkboard.

2. Ask students to define the words and select pairs of related words from the list.

3. Require students to write sentences using each of the word pairs that they might expect to appear in the selection, given its title and general subject area.

4. Select several students to write their "possible sentences" on the chalkboard. Engage the students in a discussion of the appropriateness of the word pairing and the "plausibility" of each sentence as a "possible sentence" in the selection.

5. Have students read the selection and test the accuracy of their predictions. Sentences that are not accurate should be revised.

Poll the class for common accurate and inaccurate predictions. Discuss possible explanations for the success or failure of these predictions.

RIVET

Rivet is a variation of the childhood game, HangMan. This game introduces vocabulary terms and encourages better spelling. The game is very simple. The teacher draws a blank line for each letter of a vocabulary word. The teacher then slowly fills in the blanks, one letter at a time, until a student guesses the word. This student is then asked to come to the chalkboard and complete spelling the word. A variation of this game adds features of the "Wheel of Fortune" television show. Here, the class is divided into teams, each taking turns calling out a letter. The teacher fills in all of the blanks corresponding to this letter. Each team suggests letters until one team can identify the vocabulary word. Steps to Rivet:

1. Choose 6 to 8 important words from the reading selection. 2. Draw lines for each letter in the first word. Have students

follow along with their own personal white board. For example, _ _ _ _ _ _ _ _ _ .

3. Fill in the letters to the word one at a time. Encourage students to guess the word at any point. For example, v o l _ _ _ _ _ _.

4. When someone guesses the correct word, have that student help spell it and write the remaining letters on the board. Such as, v o l u n t a r y.

Repeat the above steps for each of the vocabulary words.Examples of RIVET:http://www.isbe.state.il.us/ils/ela/stage_D/1AD.pdf http://classroom.jc-schools.net/read/RIVET.htm

Semantic Feature Analysis

The Semantic Feature Analysis strategy asks students to identify key words in a reading selection and relate these words to the major concepts of the text. Using a graphical matrix, students . . .

List the key words of a reading selection. Identify the meaning and properties of these key words. Group key words into logical categories. Relate the words (and categories) to one another.

This strategy makes special effort to draw on a student's past knowledge and experiences to define and relate the key terms. Steps to a Semantic Feature Analysis:

1. Select a topic or concept from a reading selection for student analysis. Introduce the Semantic Feature Analysis graphical organizer (see below) as a tool for recording reading observations.

2. Help students list key vocabulary words related to the topic down the left hand column of the chart. Next, assist students in listing the properties or features of the topic across the top row of the chart.

3. Once the matrix is complete, review all the words and properties with the students and have them carefully read the text selection.

4. While reading, students place check marks in the matrix when a vocabulary word reinforces one of the properties of the topic.

5. After reading and completing the matrix, have students share their observations. Encourage discussion about differing results. Ask students to identify which vocabulary words best communicate the essential properties of the topic.

Examples:

http://www.aea1.k12.ia.us/documents/filelibrary/curriculum_instruction_and_assessment/math/ell_supports/semantic_feature_analysis/blankgrid_8CAC279ED1978.pdf

http://edweb.sdsu.edu/triton/guides/SFA.html

Concept Terms Key

Feat

ures

Thinkquiry Semantic Feature Analysis Template

Name Date

Reading SelectionTopic

Directions

After you read the text selection, code what characteristics are associated with which terms.Codes:

+ If the term typically possesses that feature– If the term does not typically include that characteristic? If it is debatable or if the key feature depends upon the specific context/situation

Semantic webbing or mapping is a strategy that activates and builds on a student's prior knowledge (Heimlich & Pittelman, 1986); it is a strategy that is effective with students of all ages, with individuals or with groups, and with both narrative and expository texts.

1. Vocabulary development a. Write the targeted vocabulary word in a box in the middle of the board or chart paper. b. Encourage students to think of as many words as they can that relate to the target word.c. Teacher writes the words on the board.

d. Next, categorize the words. Label each list with the appropriate category title; or:

  students categorize and label the categories;  teacher supplies the category labels and the students list each word under the appropriate category;   teacher lists the words in the appropriate groupings and the students supply the category name.e. The teacher explains how the word relates to the story or

selection, or the students are asked to predict how they think the word will connect to the story or selection.

2. Prereading: to assess students' prior knowledge on the topic of the text a. Write the topic of the text in a circle in the middle of the board or chart paper. Proceed with stepsb – e as described in vocabulary development.

3. Postreading Activity: After reading the selection, the semantic map should be reviewed and discussed to emphasize the main ideas presented in the text and to add new information that the students gained in their reading. The students should write the new information in the appropriate categories or add new ones, if necessary.

4. Study skill technique The semantic mapping strategy can be used as:a. a study skill to guide the processing of textbook material. b. an advance organizer. c. a model for note taking and outlining.

A mind map is a diagram used to visually organise information. A mind map is often created around a single concept, drawn as an image in the center of a blank landscape page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those.

Mind maps can be drawn by hand (using felt pens on blank paper), either as "rough notes" during a lecture, meeting or planning, for example, or as higher quality pictures when more time is available.

Mind maps are considered to be a type of spider diagram. A similar concept in the 1970s was "idea sun bursting".

Mind map guidelinesBuzan suggests the following guidelines for creating mind maps:

1. Start in the center with an image of the topic, using at least 3 colors.2. Use images, symbols, codes, and dimensions throughout your mind map.3. Select key words and print using upper or lower case letters.4. Each word/image is best alone and sitting on its own line.5. The lines should be connected, starting from the central image. The central lines are

thicker, organic and thinner as they radiate out from the center.6. Make the lines the same length as the word/image they support.7. Use multiple colors throughout the mind map, for visual stimulation and also to encode

or group.8. Develop your own personal style of mind mapping.9. Use emphasis and show associations in your mind map.10.Keep the mind map clear by using radial hierarchy or outlines to embrace your

branches.

CHARADES

Kinesthetic learners (those kids who need constant entertainment) love this vocabulary activity. Not only will they actually learn new words, they'll entertain and teach the entire class . For this activity, make sure there are enough words to discourage random guessing. It works best for large unit, semester, and final exam reviews. It's also perfect for a class needing to get the wiggles out and for teachers tired of talking to sleeping teenagers. In case you don't know, charades requires acting out the word. I prefer showing a few examples. Kids love it, especially if you injure yourself acting out apoplectic.

PICTIONARY

While we're in the mood for games played at parties that you want to leave right away, let's play some Pictionary. Instead of acting out words, draw the word on the board. That really quiet kid who turns in half-written essays will perk up when given the chance to utilize his creative talents. Who knows? Maybe he'll finish his next essay. This can be played in teams or as one massive "shout the word out whenever you think you know it" game

Context Clues Challenge

Description

In groups of four, students write down definitions, but there's a catch! They're not allowed to use dictionaries, glossaries, dictionary.com or any other reference. They're only allowed to use each other and the literary work in which the word appears. They must use context clues. Each team compares definitions. The team with the highest point total at the end wins the game, the A+, and becomes the kings and queens of context clues.

Objectives

Students will determine word meanings using context clues. Students will differentiate shades of word meanings. Students will evaluate word meanings in context. Students will communicate as a team. Students will defend their answers using reason and logic. Students will incorporate new vocabulary in correctly written sentences.

Procedures List 8-12 words on the board. Next to the word, in parentheses, write the page number, paragraph

number, column number, or any other designation that will help students find the word in context. For example: mortgage (section 1, paragraph 2, line 3).

When class begins, instruct students to copy words from the board with parenthetical information. Assign students in groups of four. Make sure they move their desks together and are facing each

other. Explain the following rules: Each group must determine the meaning of each word based on how

it is used in context. The parenthetical information helps students locate the word. Students may not use any source other than the page numbers in parentheses and their teammates.

As students eagerly define words, make a grid on the board: words listed on the side, team names listed across the top.

Begin the contests when sufficient time has passed. This is the challenge part of the context clue challenge.

Ask group 1 for their definition on word 1. Write it in the corresponding grid space.

Ask group 2 if they agree or disagree with group 1's definition. If they agree , write 'A'. If they disagree, write 'D'. Continue until all groups have either agreed or disagreed.

Go over the definition. If group 1's definition is correct, they get 2 points and everybody who agreed with them gets 1 point. If group 1's definition is incorrect, everybody who disagreed with them gets 1 point.

Continue the game with group 2 going first, then group 3, then group 4, etc.Options

Have groups that disagree provide their own definition. Have students copy down the correct definition and create sentences using the word correctly. Base the grade on what place each group finished in. Have student write their answers on individual group white boards to reduce noise. Adapt it to your classroom, strengths, and students as you see fit. Have fun!Find a standards based language arts curriculum map with links to a semester's worth of lesson plans

, handouts, and powerpoints on Brighthub.com.