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Actively Engaging Middle School Students with Words

Actively Engaging Middle School Students with Words



Best Practices in Adolescent Literacy Instruction Ch 6 review - Actively Engaging Middle School Students with Words

Best Practices in Adolescent Literacy Instruction Ch 6 review - Actively Engaging Middle School Students with Words



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    Actively Engaging Middle School Students with Words Actively Engaging Middle School Students with Words Presentation Transcript

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