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Theoretic framework is based on the theory that students need to know vocabulary to better                                ...
4. Choose five words from the Word                                                                Wise bookmark and comple...
Centers are important for children in every grade to practice what they learned duringthe lesson. Vocabulary is one of tho...
students learn how prefixes work. Bilingual students benefit from this game when commonaffixes in both English and Spanish...
classroom looked forward to centers because they knew that it wasn’t just reading andanswering questions. I never used the...
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Final project

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Transcript of "Final project"

  1. 1. Theoretic framework is based on the theory that students need to know vocabulary to better understand what they read. Days of the week Name of Center Objective of the Description of the center centerMonday Vocabulary Helps students 1.Students create a frayer map concept map become familiar 2.In one box students write the with vocabulary definition of the word words 3. In box #2 students write the word in a sentence 4. Box #3 Students write the synonym or antonym of the word 5.Box #4 students draw a picture of the word 6. In the middle goes the wordTuesday Affix Action The student will 1. Place game board and game pieces at Pages 13-18 identify the the center. Place sentence cards face meaning of words down beside the game board. with affixes. 2. Working in pairs, student one selects the top card from the stack (without revealing it) and reads the sentence, saying the word “blank” at the underline (without the answer) to student two (e.g., If you are full of hope, you are blank ). 3. Student two attempts to provide the word and identify the affix (e.g., hopeful, ful). 4. Student one checks the answer that is provided on the bottom of the word card. 5. If correct, student two moves game piece to the next space on the game board that has the identified affix. If incorrect, no move is made. 6. Return card to the bottom of the stack and continue until both students reach the end.Wednesday Word Wise The student will 1. Place text at the center. Provide the Pages 1-3 produce the student with a Word Wise bookmark meaning of words. and student sheet. 2. Students read the text, find, and discuss words that are interesting, new, different, unusual, funny, difficult, or important. 3. Write the book title, author, words of interest, and page numbers on the Word Wise bookmarks.
  2. 2. 4. Choose five words from the Word Wise bookmark and complete the Word Wise student sheet. Write sentences using the words on the back of the page.Thursday Word Wake Up The student will Pages 10-16 identify the relationship among words. 7. Record information on a student sheet.Friday Word Filler The student will 1. Place sentence strips in a stack at the Pages 1-3 identify words to center. Place word cards face up in complete rows. sentences. 2. Taking turns, student one selects a sentence strip and reads the sentence, saying “blank” for the missing word. 3. Student two finds the word, places it on the blank, and reads the sentence. If the sentence doesn’t make sense, chooses another word until the correct word is found. 4. Reverse roles and continue until all the words are matched to corresponding sentences. For my final project I have chosen to make a vocabulary center based on 5 different activities(one for each day of the week). All five of these activities I have used in my classroom before. I knowthat my students benefit from them and enjoy doing them. Four of the five were taken from the FCRRresource guide for teachers. These activities can be independent or done with a partner or group.Embedded to this page are the links to the resources and directions of each center. These activities canbe created with different words, you don’t have to use the words that are already on it, and you canrecreate new ones. As a Narrative I will explain how all 5 activities connect to the research andinformation I learned in this class.
  3. 3. Centers are important for children in every grade to practice what they learned duringthe lesson. Vocabulary is one of those important subjects that get over looked. But it isimportant for students to know and learn vocabulary. According to Davis there’s a connectionbetween vocabulary knowledge and the readers ability to understand what they read (Davis,1944, 1968). Students that are learning vocabulary words are more likely to understand whatthey are reading. Vocabulary can be learned in many ways, one strategy is having the students practice ina center. The following five strategies have been used in my third grade classroom before. Mytest scores have shown that my strategies have helped extensively and my students all enjoydoing these. The first one is a vocabulary concept map. Students are to complete a graphicorganizer, which includes the word, a definition made by the student, a sentence using theword, the words synonym or antonym and finally a picture. Using this model students aremaking connections to the vocabulary words, instead of just learning them they are puttingthem into context. It also fits under the Guideline #2 of teaching vocabulary effectively whichstates: students become word learners independently, because it scaffolds to differentlearners. The second strategy Affix Action, in this game students are looking for the vocab wordand its affix. It is a fun board game in which students are learning bound morphemes (prefixesand suffixes). According to Blachowicz and Fisher book Teaching Vocabulary in all Classrooms,teaching morphology helps students learn the meaning of words (p.125). The game also helps
  4. 4. students learn how prefixes work. Bilingual students benefit from this game when commonaffixes in both English and Spanish are used (p.128). Word Wise involves learning the meaning of vocabulary words while reading. Thestudents get to read the words in an expository or narrative text and then they define the wordusing the context clues. Knowing the words previously to them reading the passage helps thestudents develop background knowledge and could make predictions before reading. This isalso the first time they get to see their vocab words in a story. Learning new vocabulary is likethe process of strategic reading, they go hand in hand (Blachowicz & Fisher p.49), which is whythis center is beneficial to students. The fourth center is Word Wake-up; this center involves students making connectionswith similar words. This center is great for English Language Learners; it develops wordconsciousness between words. This also can be used in many different ways. Cognates whichare similar words in a different language can be used in the sorting so that students can easilymake connections with their vocabulary words. The last center is Word Filler; this center lets students use everything they learnedthroughout the week. The objective is to insert the vocabulary words correctly in the rightsentences. This is a great activity because the teacher can create these for any words. Alsodifferent types of sentences can be used, so that the words may use different affixes. All these centers have strategies which support vocabulary and reading learning.Students of all levels may benefit from them, including ELL students who may struggle withvocabulary. They are also great because students enjoy doing them. All the students in my
  5. 5. classroom looked forward to centers because they knew that it wasn’t just reading andanswering questions. I never used the same 5 centers weekly; I changed them when I could tokeep the students engaged. In this class I enjoyed learning about all the research that supportsa lot of the things that I do in my classroom and these centers are examples of them.

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