1.
Thomas DeVere Wolsey
Dana L. Grisham
Linda Smetana
*

2.
*
*Word learning occurs best when students have many
opportunities to hear and read the target term, and
multiple opportunities to use the term. Vocabulary
self-collection strategy plus (VSS+) builds on the
affordances of technology such that students
engage in deep learning of the concept or purpose
of the term while discussing it, reading about it
from multiple sources, using images to support
understanding and constructing an oral podcast as
they work with classmates to create an online
dictionary. The strength of VSS+ lies in what
students do as they create their dictionary entries.

3.
*
Working with images
*Unsworth, (2006).
*Sadoski & Paivio, (2007).
*Lagrange, (2013)
Technology
* Generative (Grisham & Smetana, 2011).
* TPACK (Mishra & Koehler, 2006)
Multiple exposures and opportunities to use vocab
* Haggard (1982, 1985), Harmon, Hedrick, & Wood,
(2006)

4.
*
*Provide a description, explanation, or example of the
new term.
*Ask students to restate the description, explanation,
or example in their own words.
*Ask students to construct a picture, pictograph, or
symbolic representation of the term.
*Engage students periodically in activities that help
them add to their knowledge of the terms in their
vocabulary notebooks.
*Periodically ask students to discuss the terms with one
another.
*Involve students periodically in games that enable
them to play with terms. (Marzano, 2009)

5.
*
*How might teachers use
generative technology to create
intersections of images, social
interaction, content-area
reading, and other multi-modal
constructs to improve
vocabulary learning?

6.
*
*A word-learning approach: Fosters
interaction with words that students select
themselves.
*Useful for general vocabulary
development
*And for content-area vocabulary
development.
*(Haggard, 1982, 1985; Ruddell & Shearer, 2002)

7.
*
Students engage with important content-area
vocabulary through:
*Definitions students construct and find online
*Images they identify that demonstrate
understanding of the term.
*Discussion and a co-constructed rationale
explaining why the term was selected
*Graphic organizers showing relationships to
concepts and synonyms

8.
*
*Students create an online dictionary.
*Each team creates an entry using PowerPoint®
or Thinglink.
*Each entry must include:
*The word and a definition relevant to the reading
*Image
*Rationale recorded as an audio podcast
*Semantic web

9.
*
*The Americas are made
up of two continents,
North America and
South America (p 99).
Definition
One of the principal land
masses of the earth, usually
regarded as including Africa,
Antarctica, Asia, Australia,
Europe, North America, and
South America.

10.
*
*Case study – one intact class of 5th grade
students
*Observations as students worked
*Interviews
*Teacher
*Students
*Parent
*Student work products
*Analysis

11.
*
*5th-grade students in the VSS+ project
*Worked with precision to find images that
represented their words
*Collaboration matters
*Engagement with word learning
*Digital technologies increase learning
opportunities
*Being conversant with the vocabulary

12.
*
*Add videos (a student request)
*Familiarity with the technology is a variable
(for teacher and students)
*Feedback and sharing opportunities
*Vocabulary learning and generative technology

13.
*Download the References:
*https://app.box.com/IRA2014
Watch a short video with VSS+ Examples
http://youtu.be/wq9ZdBnMGos