Vocabulary formative assessment online gaming

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Free and inexpensive vocabulary development Internet sites. …

Free and inexpensive vocabulary development Internet sites.
Also--video games and vocabulary development ideas.

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  • 1. Vocabulary Learning: Formative Assessment and Online Gaming Practice with Free or Inexpensive Digital Resources Lee Ann Tysseling, Ph.D. ltysseling@boisestate.edu www.delicious.com/BSULee www.pinterest.com/leeanntysseling/ www.slideshare.net/LeeAnnTysseling/ https://twitter.com/Read2LiveLee Boise State University Celebrate Literacy! NW Regional NCTE Conference March 1, 2014 Portland, Oregon
  • 2. Today we will:  Review three online resources for formative assessment  Explore free or inexpensive resources for vocabulary development  Look at website/apps review sources
  • 3. Before We Begin: Principles of Vocabulary Development  Wide reading  Teaching individual words  Teaching strategies for learning words independently  Fostering word consciousness Stahl, S.A. & Nagy, W.E. (2006). Teaching Word Meanings. Mahwah, NJ: Lawrence Erlbaum
  • 4. A Second Look: In the Classroom  What Works:  Differentiation  Wide reading  Explicit teaching of concept critical words  Exploring words as they are met  Multiple exposures over time  Inter-lesson cohesion  Returning again and again to new words that have been discussed  What Does Not Work:  Copying out definitions  Memorizing definitions for a weekly test  Context clues (except for the most able readers)  Supplementary vocabulary programs (except for the most motivated learners)
  • 5. The Latest: NAEP Report  Vocabulary and Reading comprehension are strongly linked at all grade levels!  http://nces.ed.gov/pubsearch/pubsinfo.asp? pubid=2013452
  • 6. Assessment of Vocabulary Knowledge  The Problem: We don’t have any good assessments of vocabulary knowledge.  Pearson, P. D., Hiebert, E. H., Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly 42(2): 282-296.  Scott, J. A., Hoover, M. Flinspach, S. & Vevea, J. (2008). A multiple-level vocabulary assessment tool: Measuring word knowledge based on grade-level materials. 57th Annual Yearbook of the National Reading Conference. V. R. Y. Kim, D. Compton, D. Dickinson, M. Hundley, R. Jimenez, K. Leander, D. Rowe. Oak Creek, WI, National Reading Conference. 57: 325-340.  Some may be in the works  Word Generation Project www.wordgeneration.org  VINE Project (Vocabulary Innovations in Education) www.vineconsortium.org
  • 7. Assessment is complex  Any multiple-choice test that tries to capture student word knowledge is likely to fall short of that goal. Assessing word knowledge may seem simple, just as acquiring word knowledge may seem simple at first blush. But words are intertwined with experiences and background knowledge, can be used literally or figuratively, occur in idioms and with multiple meanings, and have nuanced meanings in different contexts. Assessment of word knowledge is not an easy task.  Scott, Hoover, Flinspach & Vevea, 2008, p. 336
  • 8. While We Wait  Possible formative assessment solutions:  www.vocabulary.com  www.freerice.org  www.visualthesaurus.com
  • 9. www.vocabulary.com  General vocabulary development or specific     word lists Adaptive learning—adjusts to success or lack there of Spaced repetition Varied questions & contexts Game-based learning  Badges and awards  Teachers have access to tracking tools
  • 10. Vocabulary.com
  • 11. Free Rice
  • 12. VocabGrabber (Visual Thesaurus)
  • 13. VocabGrabber Data Possibilities Vocabulary variety: Different Words over Total Words Name 9/27 10/27 LeeAnn 188/447 42% Jenny 255/739 34% Zuricha 155/403 38% NY Times 353/724 11/27 49% Vocabulary Qualitative: Inspection (count) of “Rare Words” Name 9/27 10/27 LeeAnn 38/447 8% Jenny 10/739 1% Zuricha 30/403 7% Alphose 25/542 5% 11/27
  • 14. Vocabulary/Spelling City
  • 15. Summary: Formative Assessments  Vocabulary.com: Points—can report directly to teacher (for a fee)  Free Rice: Level Number—students must report to you  VocabGrabber:  Qualitative lists of vocabulary used—laborious  Percentage of “different” words over total words  Vocabulary/Spelling City
  • 16. Digital Dictionary Resources  Word Consciousness: Notice and explore unfamiliar words         E-reader look-ups www.visualthesaurus.com or www.vocabulary.com www.wordnik.com www.yourdictionary.com www.onelook.com www.wiktionary.com (or wikipedia) Merriam Webster on-line www.refdesk.com  “other” link for dictionaries  Rhyme Zone
  • 17. Gaming  Many students passionate gamers  69% of all heads of household play computer and video games.  97% of youth play computer and video games.  61% of CEOs, CFOs, and other senior executives say they take daily game breaks at work (p. 11). McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, Penguin Group Incorporated.  Work from the known to the unknown!
  • 18. Evaluating Quality of Games  Adaptive: gets harder or easier with success or failure  Substantive Feedback: learn as you go  Varied—new contexts/new clues  Repetition: incorrect words are recycled
  • 19. Review Sources for Games/Apps  Apps for Students with Special Needs: http://a4cwsn.com/  Common Sense Media: http://www.commonsensemedia.org/  David O’Brien & Richard Beach:  http://www.appsforlearningliteracies.com  http://usingipads.pbworks.com  For Younger Literacy Learners:  http://www.mrandrewsonline.blogspot.co.uk/
  • 20. Some Recommendations  Vocabulary.com  Free Rice  Rootonym (Merriam-Webster)--morphemes  Crossword Puzzles:  USA Today easier & provides clues  Learning Network (New York Times)—designed for schools  Smart Crossword—designed for language delayed learners  Mission-us.org  History with emphasis of vocabulary
  • 21. Rootonym
  • 22. USA Today Crossword
  • 23. Or Leverage the Games Students Play Already
  • 24. Warning!  Our students are sophisticated consumers of games  Evaluate games before you recommend them  There are many “chewing gum” games  Give explicit attention to the learning goals you have for the game!  Model your thinking process as you are gaming  Devote some classroom time to discussion of learning  Consider a bookmark reminder  Metacognition and Metadiscourse are important!
  • 25. Join Our Community  Word Travelers: Using Digital Tools to Explore Vocabulary and Develop Independent Learners  Tysseling, 2012. Stenhouse Publishers  http://dictionaryteacher.pbworks.com  This presentation  Links  Discussions  Lesson ideas (socially constructed—add your own!)  Online Courses this Summer—See Lee Ann  Advanced Content Literacy (CCSS emphasis) in 3-D Gamelab  Literacy and Technology