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

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?

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

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

Many factors affect learning new words

Words are learned via:

Vicarious experiments

Direct experiences

Direct instruction

Linguistic and non-linguistic ways

Active engagement Students must work together Peer teaching Metacognitive strategies Students working alone

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

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 Self-portrait

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

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

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 Activity

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

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

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

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 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 .

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